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REVISED  SERIES  CALIFORNIA  SCHOOL  BOOKS. 


Edited  by  W.  H.  V.  RAYMOND. 


REVISED 


ENGLISH  GKAMMAR 


PREPARED    BY 
MARY  W.  GEORGE  and  ANNA  C.  MURPHY, 

UNDER  THE  DIRECTION  OF  THE 

State    Board   of"    E^duoation. 


"//I  the  private  affairs  of  life  as  in  political  and  international  questions,  he  who  speaTcs  or 
writes  the  best  will  always  gain  an  ascendancy  over  his  fellow  citizens. — Marcel. 


SACRAMENTO,  CALIFORNIA. 

Printed  at  the  State  Printing  Office. 


Entered  according  to  Act  of  Congress,  in  the  year  1S96,  by 

JAMES   H.   BUDD,  SAMUEL   T.  BLACK,    CHARLES   W.    CHILDS,   EDWARD   T. 

PIERCE,  ROBERT  F.  PENNELL,  MARTIN  KELLOGG, 

and  ELMER  E.  BROWN, 

State    Board,    of    E^ducation 

Of  the  State  of  California,  for  the  People  of  the  State  of  California. 


o*.     _. 


PEEFAOE.         r*^^n'€i 


In  preparing  this  book  it  has  been  the  purpose  of  the  authors  to  adapt  its 
earlier  Lessons  to  pupils  of  about  the  sixth  year  in  school,  and  in  its  further 
development  to  provide  work  for  the  remainder  of  the  Grammar  School 
Course.  The  division  of  the  book  into  parts  is  made,  not  with  reference  to 
the  time  to  be  occupied  in  the  study  of  the  several  divisions,  but  on  the  basis 
of  the  proper  order  and  arrangement  of  topics. 

In  its  method  the  book  seeks  to  lead  the  pupil  to  discover  for  himself, 
through  the  reflective  study  of  language  forms,  the  fundamental  facts  of 
Grammar  ;  to  give  him  power  in  the  use  of  language,  arid  an  appreciation  of 
good  English.  .-     . 

It  is  especially  intended  to  give  practical  knowledge  of  written  and  spoken 
expression  to  the  mass  of  pupils  who  leave  school  from  the  Grammar  Grades, 
while,  at  the  same  time,  it  aims  to  lay  a  good  foundation  in  English  for  the 
students  who  reach  the  secondary  schools. 

Although  seeking  to  be  thorough  in  the  treatment  of  the  topics  presented, 
the  authors  have  made  no  attempt  to  be  exhaustive.  Simplicity  and  attract- 
iveness have  been  sought  in  every  way  —  burdensome  details  and  techni- 
calities being  omitted,  as  the  province  of  the  more  advanced  study  of 
the  subject. 

Conceiving  familiarity  with  correct  and  elegant  forms  to  be  of  greater 
service  than  rules,  to  those  for  whom  the  book  is  prepared,  an  attempt  has 
been  made  throughout  to  reduce  generalizations  to  a  minimum,  and  to  induce 
the  habit  of  using  good  English  through  tlie  study  of  good  models  rather 
than  of  good  reasons. 

By  means  of  a  graded  series  of  exercises  in  reproduction  and  in  original 
composition,  w^ork  in  oral  and  written  expression  keeps  step  with  grammat- 
ical treatment,  as  its  natural  accompaniment  and  exponent.  Eecognizing 
that  the  language  of  youth  is  largely  imitative,  the  authors  have  kept 
constantly  before  the  pupils  the  English  of  the  best  writers,  and  given  for 
illustration  only  citations  and  adaptations  from  the  best  literature. 

Through  the  introduction  of  the  grammatical  study  of  connected  thought 
in  its  larger  relations,  the  authors  have  hoped  to  pave  the  way  for  freer  and 
more  natural  work  than  would  be  possible  by  the  use  of  mechanical  illustra- 
tive sentences  analyzed  in  minute  detail. 


IV  PREFACE. 

Exercises  in  the  study  of  words  have  been  systematically  introduced 
throughout  the  book  with  the  design  of  broadening  the  pupil's  thought, 
enlarging  his  vocabulary,  quickening  his  discrimination  of  the  value  of  terms 
and  his  appreciation  of  beauty  and  vividness  in  expression. 

False  syntax,  often  blunting  rather  than  sharpening  grammatical  sensi- 
bilities, has  been  excluded,  and,  in  its  stead,  practice  in  correct  forms  along 
lines  most  frequently  a  source  of  error  has  been  substituted. 

In  the  method  of  organizing  and  presenting  the  material  of  this  book,  the 
authors,  in  addition  to  consulting  conclusions  derived  from  their  own  expe- 
rience, have  diligently  studied  a  large  number  of  the  most  popular  school 
adaptations  of  the  day ;  while  for  the  material  itself  they  are  chiefly  indebted 
to  the  English  grammars  of  Sweet,  Whitney,  Mason,  and  Gow — the  author- 
ities in  linguistic  study  most  generally  accepted  by  English  and  American 
scholars. 

For  much  of  whatever  clearness  and  scientific  accuracy  the  work  possesses 
it  is  indebted  to  Professor  Alexis  F.  Lange,  of  the  University  of  California, 
who  was  employed  by  the  State  Board  of  Education  to  review  the  treat- 
ment of  certain  subjects  with  reference  to  philological  soundness;  and 
to  Professor  Cornelius  Beach  Bradley,  Associate  Professor  of  English  in  the 
same  institution,  who  has  contributed  a  careful  and  painstaking  criticism  of 
the  entire  work. 

For  additional  suggestions  of  much  value  grateful  acknowledgment  is 
made  to  Superintendents  F.  L.  Burk,  of  Santa  Rosa,  and  James  L.  Barr,  of 
Stockton  :  to  Principals  Joseph  O'Connor  and  A.  L.  Mann,  of  San  Francisco ; 
W.  L.  Housh,  and  faculty,  of  the  Los  Angeles  High  School ;  A.  W.  Scott,  of 
the  Alameda  High  School ;  L.  E.  Osborne,  of  Watson ville ;  P.  M.  Condit,  of 
Stockton;  Miss  Annie  C.  Weeks,  of  Sacramento;  B.  F.  Allison,  of  Redding; 
M.  C.  Bettinger,  of  Los  Angeles,  and  to  many  intelligent  teachers  in  different 
parts  of  the  State  who  have  taken  a  kindly  interest  in  the  work. 

The  extracts  from  Longfellow,  Lowell,  and  Whittier  are  used  by  arrange- 
ment with,  and  by  special  permission  of,  Messrs.  Houghton,  Mifflin  &  Co., 
the  authorized  publishers  of  their  works. 


CONTENTS. 


■>r^    rt9   «rr?^*i  *^ 


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PABT  I.  Page. 

The  Sentence 1 

Kinds,  3;  Subject  and  Predicate,  12;  Analysis  of  Simple  Sen- 
tence, 52;  Compound  Subjects  and  Predicates,  63;  Complex 
Sentence,  81 ;  Analysis  of  Complex  Sentence,  86 ;  Compound 
Sentence,  87 ;  Analysis  of  Compound  Sentence,  89. 

The  Paragkaph •.         .         .        5 

The  Stanza 7 

Quotations       .        .    '    . 

Review  

Nouns        

Pronouns      .        . 

Verbs 

Adjectives 

Complements 

Nouns  and  Pronouns  as  Modifiers 

Adverbs     

Phrases 

Prepositions 

Conjunctions  and  Interjections 

Verbals     

Review 

Composition. 

Letters  of  Friendship,  20;  Paraphrasing,  26,  39;  Reproduction,  45; 
Developing  a  Story,  54,  66,  68 ;  Business  Letters,  79 ;  Study  of  a 
Selection,  92. 

PART  II. 

Nouns 101 

Concrete  and  Abstract,  101 ;  Gender,  102 ;  Inflection — number, 
105 — case.  111;  Collective,  110;  Derivation  and  Composition, 
117;  Parsing,  120;  Review,  121. 

Pronouns 127 

Personal,  127 ;  Compound  Personal,  128 ;  Interrogative  and  Rela- 
tive, 128;  Demonstrative  and  Indefinite,  130;  Inflection,  132; 
Agreement,  136 ;  Parsing,  138 ;  Review,  139. 

Adjectives 143 

Classes,  143;  Inflection  (comparison),  146;  Derivation  and  Com- 
position, 151. 


10 
15 
16 
23 
27 
32 
39 
46 
49 
55 
57 
61 
70 
95 


VI  CONTENTS. 

Page. 
Adverbs * 159 

Classes,  159;  Inflection  (comparison),  160;  Conjunctive  Ad- 
verbs, 161;  Derivation  and  Composition,  165;  Parsing,  166; 
Review,  167. 

Prepositions     .       * 173 

Derivation,  176;  Parsing,  177. 

Conjunctions 179 

Coordinating,  179;  Subordinating,  180;  Correlatives,  183;  Pars- 
ing, 185 ;  Review,  186. 

Verbs 195 

Transitive  and  Intransitive,  195 ;  Inflection — person  and  number, 
197 — mode,  199 — tense,  201;  Principal  Parts,  203;  Conjugation, 
207;  *'Lie,"  210;  ''Sit,"  211;  Auxiliary  Verbs,  212;  Verb- 
Phrases,  212,  213,  219,  221,  222,  223;  "Be,"  229;  Derivation 
and  Composition,  230;  Parsing,  233;  Review,  235. 

Composition. 
Reproduction,  122;  Original,  126 ;  Reproduction,  140;  Description,  156; 
Historical  Narrative,  170;  Simile  and  Metaphor,  189;  History  of 
Words,  193 ;  Paraphrasing,  237 ;  Biographical  Narrative,  237. 

PART    III. 

What  may  Constitute  the  Subject 243 

What  may  Constitute  the  Predicate 245 

Constructions  of  Nouns  and  Pronouns       ......     247 

Agreement  of  Pronouns,  250. 

Constructions  of  Adjectives  and  Adverbs 252 

Constructions  of  Verbs  and  Verb -Phrases 254 

Agreement  of  Verbs,  255. 

Constructions  of  Infinitives 257 

Constructions  of  Participles 259 

Constructions  of  Connectives 261 

Conjunctions,  261 ;  Relative  Pronouns,  262 ;  Conjunctive  Adverbs, 

262 ;  Prepositions,  263. 
The  Structure  of  Sentences 264 

Loose,  264;  Periodic,  264;  Balanced,  264. 
The  Qualities  of  Style  in  Composition 266 

Clearness,  266 ;  Unity,  267 ;  Strength,  268  ;  Harmony,  269. 
How  TO  Study  a  Selection — The  Bell  of  Atri      ....         271 

APPENDIX. 

List  of  Irregular  Verbs 275 

Conjugation  of  the  Verb  ''Be" 279 


EEVISED 


ENGLISH    GRAMMAR 


LESSON   1. 

THE  SENTENCE. 
The  Ugly  Duckling. — Part  I. 

It  was  beautiful  in  the  country.  It  was  summer 
time.  The  wheat  was  golden  and  the  oats  were  green. 
The  hay  was  piled  in  great  stacks  in  the  meadows. 
The  stork  went  about  on  his  long,  red  legs  and  chattered 
Egyptian,  for  this  was  the  language  he  had  learned  from 
his  good  mother.  All  around  the  fields  and  meadows 
were  great  forests,  and  in  these  forests  lay  deep  lakes. 
Yes,  it  was  beautiful  in  the  country. 

In  the  midst  of  the  sunshine  there  lay  an  old  farm 
surrounded  by  deep  canals.  From  the  wall  down  to  the 
water  grew  great  burdocks,  so  high  that  little  children 
could  stand  upright  under  the  tallest  of  them.  It  was 
just  as  wild  there  as  in  the  deepest  wood. 

Here  sat  a  duck  upon  her  nest,  waiting  for  her  young 
brood  to  hatch.  She  had  begun  to  think  it  a  wearisome 
task,  for  the  little  ones  were  so  long  coming  out  of  their 
shells,  and  she  seldom  had  visitors. 

At  last  one  egg-shell  after  another  burst  open.  In 
each  egg  was  a  little  creature  that  stuck  out  its  head 
and  cried,  "Peep,  peep." 


2  CALIFORNIA   SERIES. 

"  Quack,  quack,"  said  the  duck,  and  they  all  came  out 
as  fast  as  they  could,  looking  around  them  under  the 
green  leaves.  The  wise  duck  let  them  look  about  as 
much  as  they  liked,  for  green,  you  know,  is  good  for  the 
eyes. 

Read  the  first  group  of  words  in  this  selection.  Does  this  group  express  a 
complete  thought?  What  complete  thought  is  expressed  by  the  second 
group  of  words?  In  the  third  group,  what  is  said  of  the  wheat  and  oats? 
Read  the  next  group  of  words  that  expresses  a  complete  thought. 

A  group  of  words  expressing  a  complete  thought  is  called  a 
Sentence. 

Read  the  sentence  that  tells  about  the  stork  and  his  chattering.  Read  the 
sentence  that  tells  about  the  forests  and  the  lakes.  With  what  kind  of  letter 
does  each  of  these  sentences  begin  ? 

Notice  the  following  groups  of  words : 

1.  It  was  summer  time.  6.  so  long  coming  out  of 

2.  a  pleasant  old  farmhouse  their  shells 

3.  At   last    one    egg- ^hell       7.  as  well  as  they  could 

after  another  burst  8.  The  hay  was  piled  in 

open.  great  stacks   in    the 

4.  under  the  green  leaves  meadows. 
6.  chattered  Egyptian 

Do  all  these  groups  of  words  express  complete  thoughts  ?    Which  do  not  ? 
Which  are  sentences?    Why?    Which  begin  with  a  capital  letter? 
Read  the  sentence  in  this  selection  that  tells  about : 

1.  The  farm.  6.  The  bursting  of  the  eggs. 

2.  The  burdocks.  7.  The  creatures  in  the  eggs. 

3.  The  wildness  of  the  scene.  8.  The  coming  out  of  the  ducklings. 

4.  The  duck  upon  the  nest.  9.  What  the  wise  duck  let  them  do. 

5.  What  the  duck  thought  of  her  task. 

Summary. — A  Sentence  is  a  group  of  words  tliat  expresses  a  complete 
thought. 

Every  sentence  begins  with  a  capital  letter. 


BE  VISED  ENGLISH  GRAMMAR.  3 

To  the  Teacher. — The  questioning  in  the  Lessons  of  this  book  is  designed 
only  to  be  suggestive  of  a  manner  of  investigation,  and  may  be  enlarged  upon 
by  the  teacher  according  to  the  needs  of  the  pupil.  In  Lesson  1  the 
teacher  should  make  sure  that  the  pupil  has  some  definite  conception  of  the 
meaning  of  the  terms,  group,  group  of  words,  thought,  and  complete  thought. 


LESSON  2. 

KINDS  OF  SENTENCES. 

The  Ugly  Duckling.  —  Part  IL 

"Well,  how  goes  it?  Are  your  ducklings  all  out?" 
So  asked  an  old  duck  who  had  come  to  pay  the  mother- 
duck  a  visit. 

"  No,  there  is  one  egg  that  takes  a  great  deal  of  time 
to  hatch.  But  just  look  at  those  that  are  out!  Are  they 
not  the  prettiest  little  ducks  in  the  world?  They  are 
all  like  their  father." 

"Let  me  see  the  egg  which  will  not  hatch.  You  may 
he  sure  it  is  a  turkey's  egg.  I  was  once  cheated  in  that 
way  and  had  much  anxiety  and  trouble  with  the  young 
ones.  They  were  afraid  of  the  water.  I  could  not  get 
them  to  venture  in.  Let  me  see  the  egg.  Yes,  that  is  a 
turkey's  egg.  Let  it  lie  there  and  do  you  teach  the  other 
children  to  swim." 

"  I  think  I  will  sit  on  it  a  little  longer.  I  have  sat  so 
long  a  day  or  two  more  will  not  matter." 

"Well,  do  just  as  you  please.     Good-bye." 

At  last  the  great  egg  burst.  "Peep,  peep,"  said  the 
duckling,  and  crept  forth.  He  was  very  large  and  very 
ugly.  The  duck  looked  at  him.  "The  others  do  not 
look  like  that.     Can  it  really  be  a  turkey  -  chick  ?     We 


4  CALIFORNIA   SERIES. 

shall  soon  find  out.     Into  the  water  he  shall  go,  even  if 
I  have  to  push  him  in." 

Read  the  first  two  paragraphs.     Who  are  supposed  to  be  talking  ?    What 
two  things  did  the  visitor  ask  the  mother- duck? 

Sentences  like  these,  that  ask  questions,  are  called  Interrogative 
Sentences. 

What  statement  did  the  mother -duck  make  about  one  of  the  eggs? 

A  sentence  like  this,  that  makes  a  statement,  is  called  a  Declara- 
tive Sentence. 

What  did  the  mother -duck  command  or  request  the  visitor  to  do? 

A  sentence  that  commands  or  requests  is  called  an  Imperative 
Sentence. 

What  mark  do  you  find  at  the  end  of  the  interrogative  sentence  ?    At  tlie 
end  of  the  declarative  sentence  ?    At  the  end  of  the  imperative  sentence  ? 
Read  the  last  four  paragraphs  of  this  selection  and  classify  each  sentence. 

Summary. — A  Declarative  Sentence  is  one  that  makes  a  statement. 
An  Interrogative  Sentence  is  one  that  asks  a  question. 
An  Imperative  Sentence  is  one  that  expresses  a  command  or  a  request. 
Declarative  and  Imperative  Sentences  are  followed  by  periods.     Interroga- 
tive Sentences  are  followed  by  interrogation  points. 

Copy  from  your  Reader  six  declarative,  four  interrogative,  and 
two  imperative  sentences. 


LESSON  3. 

What  kind  of  sentence  is  each  of  the  following?  Change  each  to 
an  interrogative  sentence,  using  such  additional  words  as  seem 
necessary: 

1.  It  was  beautiful  in  the  country.  2.  Let  me  see  the  egg  that 
will  not  hatch.  3.  It  was  summer  time.  4.  At  last  the  great  egg 
burst.  5.  The  wise  duck  let  them  look  about  as  much  as  they 
liked.     6.  They  were  afraid  of  the  water. 


REVISED  ENGLISH  GRAMMAR.  0 

What  kind  of  sentence  is  each  of  the  following  f  Change  each  to  a 
declarative  sentence,  using  such  additional  words  as  seem  necessary: 

1.  Just  look  at  the  others.  2.  Can  it  really  be  a  turkey -chick? 
3.  Are  your  ducklings  all  out?  4.  Do  just  as  you  please.  5.  Are 
they  not  the  prettiest  little  ducks  in  the  world? 

Use  each  of  these  words  in  a  declarative  sentence: 
Cinderella  San  Diego  friend  bulb  poultry 

Use  each  of  these  words  in  an  imperative  sentence: 
consider  listen  honor  remember  forgive 

Use  each  of  these  words  in  an  interrogative  sentence: 
glacier        St.  Bernard        meadow -lark        Victoria        Whittier 

Copy  the  following,  indicating  the  kind  of  sentence: 

1.  When  shall  we  three  meet  again? 

2.  Soldier,  rest. 

3.  The  eternal  city  shall  be  free. 

4.  Who  planted  this  old  apple  tree? 

5.  What  are  the  wild  waves  saying? 

6.  They  grew  in  beauty  side  by  side. 

7.  Be  not  like  dumb,  driven  cattle. 

8.  Three  fishers  went  sailing  out  into  the  west. 

9.  Who  has  not  heard  of  the  vale  of  Cashmere? 
10.  Hail  to  the  chief  who  in  triumph  advances. 


LESSON  4. 
THE  PARAGRAPH. 

Turn  to  Lesson  1,  and  answer: 

Into  how  many  paragraphs  is  the  selection  divided?  How  many  sentences 
are  grouped  in  the  first  paragraph?  What  scene  does  this  group  of  sen- 
tences describe? 

How  many  sentences  in  the  paragraph  that  tells  about  the  farm  and 
its  surroundings  ?  Why  are  not  the  sentences  describing  the  farm  and  its 
surroundings  put  in  paragraph  one  ? 


6  CALIFORNIA   SERIES. 

What  sentence  is  closely  connected  with  the  one  about  the  duck  sitting  on 
the  eggs  ?    How  is  the  close  connection  shown  ? 

What  sentence  is  closely  connected  in  thought  with  the  sentence  that  tells 
about  the  cracking  of  the  eggs?  Into  which  paragraph  are  these  closely 
connected  thoughts  grouped?  What  guides  us,  then,  in  grouping  sentences 
into  paragraphs? 

How  is  the  beginning  of  a  paragraph  indicated? 

Sumraary. — A  Paragraph  consists  of  a  group  of  sentences  closely  con- 
nected in  thought. 

The  Beginning  of  a  Paragraph  is  indicated  by  writing  the  first  word  on  a 
new  line  and  farther  to  the  right  than  the  first  words  in  the  other  lines. 

Copy  three  paragraphs  from  your  Reader. 


LESSON   5. 

Dictation. 

Let  the  class  study  in  their  Readers  three  paragraphs  from  some 
standard  author;  then  dictate  for  their  writing. 

To  the  Teacher. — The  careful  study  of  a  portion  of  literature  with  a  view  to 
reproducing  its  exact  form  should  give  such  mastery  of  the  thought  and  its 
divisions,  that  paragraphs,  punctuation,  and  capitals  become  the  necessary 
expression  of  the  meaning. 

In  giving  a  dictation  exercise  first  make  a  study  of  the  thought  of  the 
selection  with  the  class;  then  read,  giving  the  needed  instruction  as  to 
paragraphs,  punctuation,  capitals,  etc. ;  finally  read  a  few  words  at  a  time, 
pausing  for  the  class  to  write.  The  papers  should  be  corrected  in  class  with 
open  books,  each  paper,  preferably,  by  the  pupil  who  wrote  it. 


LESSON  6. 
Exercise  in  Paragraphing. 


Read  carefully  this  description  of  the  swan.,  then  copy,  separating 
it  into  four  paragraphs,  talcing  the  following  topics: 

1.  The  appearance  of  the  swan.  3.  The  young  swans. 

2.  The  nest.  4.  The  song  of  the  swan. 


REVISED  ENGLISH  GRAMMAR.  7 

The  swan  is  a  large  bird  with  a  long,  graceful  neck  and  snow  - 
white  plumage.  Its  stately  appearance,  as  it  floats  over  the  water 
with  neck  gracefully  arched  and  wings  slightly  elevated,  is 
familiar  to  every  one,  either  from  pictures  or  from  direct  observa- 
tion. The  swan's  nest  consists  of  a  large,  loose  mass  of  reeds, 
rushes,  dried  grass,  and  withered  leaves.  It  is  generally  found 
amongst  sheltering  herbage  bordering  the  water.  The  eggs  are 
very  large,  of  a  dull  green  color,  and  from  five  to  seven  in  num- 
ber. While  sitting  the  swan  gathers  all  the  herbage  within  reach 
of  its  beak  and  adds  it  to  its  nest,  so  that  when  the  eggs  are 
hatched  the  structure  is  many  inches  higher  than  at  first.  The 
young  of  the  swan  are  called  cygnets.  When  hatched,  they  are 
clothed  in  a  dingy -gray  down,  which  is  succeeded  by  blackish - 
brown  feathers.  This  suit  becomes  gradually  lighter  in  color,  but 
the  cygnets  are  more  than  a  year  old  before  they  become  entirely 
white.  The  old  swans  shield  their  young  with  greatest  care.  It 
is  no  uncommon  thing  to  see  the  mother -bird,  with  several  of 
her  young  upon  her  back,  conveying  them  through  the  water. 
During  its  lifetime  the  swan  is  a  silent  bird,  but  there  is  a  legend 
that  it  pours  forth  its  dying  breath  in  a  most  enchanting  song. 
Tennyson's  poem,  "The  Dying  Swan,"  is  founded  upon  this  beau- 
tiful old  story. 


LESSON  7. 
THE  STANZA  IN  POETRY. 

The  Parrot. 

A  parrot  from  the  Spanish  main 

Full  young,  and  early  caged,  came  o'er 

With  bright  wings  to  the  bleak  domain 
Of  Mulla's  shore. 

To  spicy  groves  where  he  had  won 
His  plumage  of  resplendent  hue, 


8  CALIFORNIA   SERIES. 

His  native  fruits,  and  skies,  and  sun, 
He  bade  adieu. 

He  changed  these  for  the  smoke  of  turf, 

A  heathery  land,  and  misty  sky, 
And  turned  on  rocks  and  rao-ins:  surf 

His  golden  eye. 

But,  petted,  in  our  climate  cold, 

He  lived  and  chattered  many  a  day, 

Until,  with  age,  from  green  and  gold 
His  wings  grew  gray. 

At  last,  when  blind  and  seeming  dumb. 
He  SQolded,  laughed,  and  spoke  no  more, 

A  Spanish  stranger  chanced  to  come 
To  Mulla's  shore. 

He  hailed  the  bird  in  Spanish  speech. 
The  bird  in  Spanish  speech  replied, 

Flapped  round  the  cage  with  joyous  screech. 
Dropped  down  —  and  died.        ^campbdi. 

Thought  Study. — Where  had  the  young  parrot  been  reared?  To  what  land 
was  he  taken  while  young?  Was  he  happy  in  his  new  home?  How  long 
did  he  live?  What  roused  him  just  before  his  death?  How  was  he  affected 
by  hearing  the  language  of  his  youth  ? 

Are  the  parrot's  surroundings  in  Spain  described  or  merely  suggested? 
What  can  you  imagine  them  to  have  been  ?  What  do  you  imagine  to  be  the 
difference  in  appearance  between  a  ''heathery  land  ".and  a  land  of  ''spicy 
groves"?  How  did  the  parrot's  plumage  change  in  his  new  home?  Find 
all  the  expressions  that  give  an  idea  of  the  parrot's  appearance.  How 
many  expressions  in  the  poem  give  an  idea  of  the  cheerlessness  of  the  Isle 
of  Mull? 

Study  of  Form.  — How  many  groups  of  lines  in  this  poem  ? 


REVISED  ENGLISH  GRAMMAR.  9 

Groups  of  lines  in  poetry  are  called  Stanzas. 

How  many  lines  in  the  first  stanza;  in  the  second  stanza;  in  the  third 
stanza?  With  what  kind  of  letter  does  each  line  begin?  What  do  you 
notice  about  the  last  words  of  the  first  and  third  lines  in  the  first  stanza ; 
of  the  second  and  fourth  lines  in  the  first  stanza  ?  In  the  second  stanza, 
what  line  rhymes  with  the  first;  with  the  second?  Write  in  pairs  the 
rhyming  words  of  this  poem. 

What  do  you  notice  about  the  indentation  of  the  rhyming  lines? 

Give  three  things  in  which  the  form  of  the  second  stanza  is  like  that  of 
the  first;  in  which  the  form  of  the  third  is  like  that  of  the  first  and  second. 
Name  some  differences  between  a  stanza  and  a  paragraph. 

Summary. — A  Stanza  is  a  group  of  lines  in  poetry.  Every  line  in  poetry 
should  begin  with  a  capital. 

The  rhyming  lines  of  poetry  are  generally  arranged  in  some  regular  order. 

Copy  the  first  three  stanzas  of  this  poem. 

Find  two  poems  whose  rhyming  words  occur  in  an  order  different 
from  that  of  this  poem,  and  copy  the  rhyming  words. 


LESSON   8. 
EXERCISE  ON  STANZA -FORM. 

The  Herons  of  Elmwood. 

Write  this  poem  in  stanzas  with  proper  capitals  and  indentations. 
■When  written,  compare  with  the  original  in  Longfellow's  poems: 

Silent  are  all  the  sounds  of  day ;  nothing  I  hear  but  the  chirp 
of  crickets,  and  the  cry  of  the  herons  winging  their  way  o'er  the 
poet's  house  in  the  Elmwood  thickets. 

Call  to  him,  herons,  as  you  slowly  pass  to  your  roosts  in  the 
haunts  of  the  exiled  thrushes,  sing  him  the  song  of  the  green 
morass,  and  the  tides  that  water  the  reeds  and  rushes. 

Sing  to  him,  say  to  him,  here  at  his  gate,  where  the  boughs 
of  the  stately  elms  are  meeting,  some  one  hath  lingered  to  medi- 
tate, and  send  him  unseen  this  friendly  greeting. 

—  H.  W.  Longfellow. 


10  CALIFORNIA    SERIES. 

LESSON  9. 

QUOTATIONS. 

The  Ugly  Duckling. — Part  III. 

The  next  day  the  weather  was  delightful.  The  duck 
took  her  whole  family  to  the  canal.  Splash  !  she  jumped 
into  the  water,  and  one  after  another  the  little  ducks 
jumped  in  after  her.  The  big  gray  one  paddled  around 
with  the  rest.  The  mother  watched  him,  saying,  "  No, 
he  is  not  a  turkey.  See  how  well  he  uses  his  legs  !  *  He 
is  not  so  very  ugly,  after  all,  if  you  look  at  him  rightly." 

In  the  afternoon  they  all  went  down  to  the  poultry- 
yard.  "  Quack,  quack,"  said  the  mother.  "  Come,  now, 
hurry!  hurry!  —  do  n't  turn  in  your  toes!  A  well-bred 
duckling  turns  his  toes  quite  out,  just  like  his  father 
and  mother." 

As  they  passed  through  the  gate  she  whispered,  "  You 
must  bow  your  heads  to  that  old  duck  yonder.  She  is 
the  grandest  of  all  here.  She  is  of  Spanish  blood.  Do 
you  see  the  red  rag  tied  to  her  leg?  That  is  a  great 
honor  for  a  duck.  It  shows  that  every  one  is  anxious 
not  to  lose  her." 

"  Your  children  are  all  very  pretty,"  said  the  old 
duck  with  the  red  rag  on  her  leg,  as  they  came  up ;  "  all 
but  the  big  gray  one.  I  wish  you  could  smooth  him  up 
a  bit.     He  is  really  ugly." 

"He  is  not  pretty,  but  he  has  a  good  disposition.  He 
swims  as  well  as  the  others,  or  even  a  little  better.     He 

*An  exclamation  point  is  used  after  any  word  or  group  of  words  intended 
to  express  strong  or  sudden  feeling. 


REVISED  ENGLISH  GRAMMAR.  11 

lay  too  long  in  the  egg,  and  therefore  he  has  not  quite 
the  right  shape,  but  I  think  he  will  grow  up  pretty. 
He  is  quite  strong." 

"Never  mind,"  said  the  old  duck;  "the  other  duck- 
lings are  graceful  enough.  Make  yourselves  at  home, 
and  bring  me  an  eel's  head,  if  you  find  one." 

So  they  all  made  themselves  comfortable,  except  the 
poor,  clumsy  gray  duckling.  He  was  pushed  and  bitten 
and  made  fun  of  by  all  the  poultry.  Even  his  brothers 
and  sisters  were  unkind  to  him,  saying,  "  0,  you  ugly 
creature,  I  wish  the  cat  would  get  you ! " 

Repeat  what  is  said  by  the  mother -duck  in  the  first  paragraph. 

When  the  exact  words  of  another  are  repeated  in  this  way,  they 
form  a  Quotation. 

Notice  the  marks  before  and  after  the  quotation  in  the  first  paragraph. 
Repeat  exactly  what  the  mother  said  to  the  duckUngs  about  turning  in  their 
toes.  Make  and  describe  the  marks  which  set  off  the  words  spoken  by  her. 
In  the  third  paragraph  read  the  words  before  and  after  which  such  marks 
are  used.  How,  then,  does  the  writer  indicate  that  the  words  of  another  are 
exactly  repeated  or  quoted? 

With  what  kind  of  letter  does  the  quotation  in  the  second  paragraph 
begin;      the  quotation  in  the  third  paragraph? 

When  a  quotation  maJces  complete  sense^  it  should  begin  with  a 
capital  letter. 

Read  the  fourth  paragraph.  What  words  are  thrown  in  between  the  parts 
of  the  quotation?  By  what  marks  is  each  of  the  parts  enclosed?  What 
quotation  makes  an  entire  paragraph? 

Summary. — A  Quotation  is  the  repetition  of  the  exact  words  used  by 
another  person. 

In  writing,  the  exact  words  of  another  should  he  set  oflF  hy  quotation  marks. 
A  quotation  that  makes  complete  sense  should  begin  with  a  capital  letter. 

From  Part  II.  of  The  Ugly  Duckling,  copy  and  bring  to  class  six 
quotations. 


12  CALIFORNIA    SERIES. 


LESSON  10. 


Fill  the  following  blanks  with  quotations,  properly  shown,  of  the 
words  supposed  to  have  been  used  on  the  occasion  mentioned: 

1.  When  George  Washington's  father  asked  him  who  cut  down 
the  cherry  tree,  George  replied, 

2.  As  Arnold  Winkelreid  ran  toward  the  spears  of  the  enemy 
he  cried, 

3.  When  Caesar  reported  his  victories  to  the  Roman  Senate, 
he  wrote, 

4.  In  the  Sermon  on  the  Mount,  Christ  said  of  the  pure  in 
heart, 

Quote,  according  to  the  above  models,  two  more  sayings  by  cele- 
brated persons. 

In  Part  III.  of  The  Ugly  Duckling,  copy  a  quotation  containing 
an  interrogative  and  five  declarative  sentences. 


LESSON  11. 
SUBJECT  AND  PREDICATE. 

1.  The  great  egg  burst  at  last. 

2.  The  big  gray  duckling  paddled  around  with  the  rest. 

3.  The  mother- duck  stared  at  it. 

4.  One  shell  cracked. 

What  is  spoken  of  in  the  first  sentence?  (The  great  egg  is  spoken  of.^ 
What  is  asserted*  of  the  great  egg?  (It  burst  at  last.)  Write  the  part  of  the 
sentence  which  denotes  that  of  which  something  is  asserted.  Write  the 
part  of  the  sentence  that  asserts  something  of  the  great  egg. 

Into  how  many  parts  do  you  find  that  the  sentence  may  be  divided? 

The  part  of  a  sentence  denoting  that  of  ivhich  something  is  asserted 
is  called  the  Subject. 

The  part  of  a  sentence  asserting  something  of  the  subject  is  called 
the  Predicate. 

♦  Assert  means  say,  tell,  state,  or  declare. 


BE  VISED  ENGLISH  GRAMMAR.  13 

In  the  second  sentence,  what  is  the  subject?  What  is  the  predicate? 
Divide  the  remaining  sentences  into  subjects  and  predicates. 

Read  again  the  whole  subject  of  the  first  sentence.  Are  all  the  words  of 
this  subject  necessary  to  name  that  of  which  something  is  asserted?  Which 
word  is  necessary?  In  the  subject  of  the  second  sentence,  what  is  the  neces- 
sary word  ?  In  the  subject  of  the  third  sentence  ?  In  the  subject  of  the  fourth 
sentence  ? 

The  whole  subject  of  a  sentence  is  called  the  Entire  Subject. 
The  part  of  the  subject  necessary  to  name  that  of  which  something 
is  asserted  is  called  the  Bare  Subject. 

Read  again  the  whole  predicate  of  the  first  sentence.  Are  all  the  words  of 
this  predicate  necessary  to  assert  something  of  the  subject  egg  f  Which  word 
is  necessary?  In  the  predicate  of  the  second  sentence,  which  word  is  neces- 
sary to  assert  something  of  the  subject  ?  In  the  predicate  of  the  third  sen- 
tence ?    In  the  predicate  of  the  fourth  sentence  ? 

The  whole  predicate  of  a  sentence  is  called  the  Entire  Predicate. 
The  part  of  the  predicate  necessary  to  assert  something  of  the 
subject  is  called  the  Bare  Predicate. 

Summary.  —  The  Subject  is  the  part  of  a  sentence  which  denotes  that 
about  which  something  is  asserted. 

The  Predicate  is  that  part  of  a  sentence  which  asserts  something  about  the 
subject. 

Write  the  following  sentences,  placing  the  entire  subject  on  the  left 
and  the  entire  predicate  on  the  right  of  a  vertical  line.  Underline 
the  bare  subject  and  the  bare  predicate: 

Model:  The  swan  I  is  a  large  bird. 

1.  The  stork  chattered  Egyptian. 

2.  The  young  swans  are  called  cygnets. 

3.  The  swan's  eggs  are  very  large. 

4.  A  Spanish  stranger  chanced  to  come  to  MuUa's  shore. 

5.  The  old  swans  shield  their  young  with  greatest  care. 

6.  The  sitting  swan  gathers  all  the  herbage  within  reach. 

7.  He  hailed  the  bird  in  Spanish  speech. 

8.  Your  children  are  very  pretty. 

9.  The  hay  was  piled  in  great  stacks. 

10.  A  well-bred  duckling  turns  his  toes  quite  out. 


14  CALIFORNIA   SERIES. 

Copy  the  following  sentences^  re  -  arranging  the  words  so  that  the 
subject  shall  come  before  the  predicate.  Then  divide  into  subject 
and  predicate,  as  in  the  preceding  exercise : 

1.  In  the  midst  of  the  sunshine  lay  an  old  farm. 

2.  From  the  wall  down  to  the  water  grew  great  burdocks. 

3.  Here  sat  a  duck  upon  her  nest. 

4.  In  these  forests  lay  deep  lakes. 

5.  All  around  the  fields  and  meadows  were  great  forests. 


LESSON  12. 


Change  these  declarative  sentences  to  interrogative  sentences. 
Draw  one  line  under  the  entire  subject  and  two  lines  under  the  entire 
predicate. 

How  does  the  position  of  the  subject  in  an  interrogative  sentence 
differ  from  its  position  in  a  declarative  sentence  f 

1.  Knowledge  is  power. 

2.  My  house  is  my  castle. 

3.  Necessity  is  the  mother  of  invention. 

4.  The  burnt  child  dreads  the  fire. 

5.  April  showers  bring  May  flowers. 

6.  Barking  dogs  seldom  bite. 

Supply  the  subject*  understood  in  the  following  imperative  sen- 
tences, and  then  underline  as  in  the  last  exercise: 

1.  Forgive  us  our  debts. 

2.  Tell  no  tales  out  of  school. 

3.  Hitch  your  wagon  to  a  star. 

4.  Love  your  enemies. 

5.  Consider  the  lilies  of  the  field. 

6.  Let  not  your  heart.be  troubled. 

*The  subject  of  an  imperative  sentence  is  thou,  you,  or  ye,  and  is  included  in 
the  verb  itself.  When  the  pronoun  is  supplied  it  is  only  to  define  or  emphasize 
the  subject. 


REVISED  ENGLISH  GRAMMAR.  16 

LESSON  13. 

REVIEW. 

By  Topics.  —  Review'  the  following  topics  as  found  in  the  sum- 
maries of  the  Lessons  indicated: 

The  Sentence  (1). 
Kinds  of  Sentences  (2). 

1.  Declarative. 

2.  Interrogative. 

3.  Imperative. 
Parts  of  a  Sentence  (11). 

1.  Subject. 

Bare  Subject. 
Entire  Subject. 

2.  Predicate. 

Bare  Predicate. 
Entire  Predicate. 
Groups  of  Sentences. 

Paragraph  (4). 

Stanza  (7). 
Capitalization. 

Of  Sentences  (1). 

Of  Lines  in  Poetry  (7). 

Of  Quotations  (9). 
Punctuation. 

Of  Declarative  Sentences  (2). 

Of  Imperative  Sentences  (2). 

Of  Interrogative  Sentences  (2). 

Of  Quotations  (9). 

By  Questions. — Name  three  uses  of  the  capital  letter. 

Name  two  uses  of  the  period.  Give  the  use  of  the  interrogation  mark. 
What  other  marks  of  punctuation  have  you  learned  ?    Where  are  they  used  ? 

What  is  a  quotation  ? 

Of  the  things  that  you  have  learned,  write  the  six  that  seem  to  you  the 
most  important.     Tell  why  you  think  them  so. 


16  CALIFORNIA   SERIES. 

LESSON   14. 

NOUNS. 
Hans  Christian  Andersen. 

There  is  scarcely  a  child  in  any  civilized  country  that 
does  not  know  the  stories  of  Hans  Andersen,  of  Denmark. 
In  the  story  of  The  Ugly  Duckling,  Hans  Andersen 
gives  a  hint  of  the  history  of  his  own  life.  He  was  poor 
and  ugly  and  despised  in  his  childhood,  but  in  old  age 
had  all  his  heart  could  wish. 

He  traveled  in  all  the  countries  of  Europe,  and  became 
the  friend  of  kings,  princes,  poets,  and  artists.  He  was 
received  with  affection  and  honor,  because  of  his  gentle, 
childlike  nature,  and  his  marvelous  gift  of  story -telling. 
His  charming  stories  of  Tuk  and  Ellie  and  Gerda  and 
Rudy  were  recited  everywhere  to  delighted  audiences. 

A  beautiful  statue  of  Hans  Christian  Andersen  has 
been  erected  in  one  of  the  public  gardens  of  Copenhagen, 
and  children  play  about  it,  and  look  up  into  the  kind, 
homely  face  of  the  great  story-teller,  who  stands,  book 
in  hand  and  finger  uplifted,  as  if  calling  upon  them  to 
listen  to  one  of  his  little  stories.  No  traveler  visits 
Copenhagen  without  going  to  see  this  famous  statue. 

Give  five  words  used  as  names  in  the  first  sentence  of  this  selection. 
Which  are  names  of  persons?  Which  of  places?  Which  is  the  name  of 
things  ? 

The  names  of  persons,  places,  or  things  are  called  Nouns. 

In  the  second  sentence  give  the  name  of  a  story,  the  name  of  a  person, 
and  four  other  nouns.  In  the  next  sentence,  what  names  are  given  to  the 
different  periods  of  Andersen's  life  ?    What  other  noun  in  this  sentence  ? 

Wliat  noun  in  the  first  sentence  is  the  name  of  a  particular  or  individual 


REVISED  ENGLISH  GRAMMAR.  17 

person;     of  a  particular  or  individual  country  or  place?    What  noun  in 
the  second  sentence  is  the  name  of  a  particular  or  individual  story  ? 
Write  each  of  these  names. 

Such  names  as  these,  which  belong  only  to  particular  persons, 
places,  or  things,  are  called  Proper*  Nouns. 

What  name  in  the  first  sentence  may  be "  applied  to  any  one  of  a  class  of 
persons ;      to  any  one  of  a  class  of  places  ?    Write  each  name. 

Such  names  as  these,  which  belong  in  common  to  all  of  a  kind,  are 
called  Common  Nouns. 

With  what  kind  of  letter  do  the  proper  nouns  of  this  lesson  begin  ?  Make 
a  list  of  the  common  nouns  and  another  of  the  proper  nouns  in  the  second 
and  third  paragraphs. 

Summary.  — A  Noun  Is  a  name. 

A  Proper  Noun  is  the  name  of  an  individual  person,  place,  or  thing. 
A  Common  Noun  is  a  name  that  can  be  applied  to  any  one  of  a  class  of  per- 
sons, places,  or  things. 

A  Proper  Noun  should  begin  with  a  capital  letter. 

The  bare  subject  of  a  sentence  is  a  noun,  or  some  word  or  words  that  take 
the  place  of  a  noun. 

Copy  the  first  six  sentences  in  Lesson  12,  drawing  one  line 
under  the  bare  subject  and  two  lines  under  the  bare  predicate. 


LESSON  15. 


Oive  three  common  nouns  that  are  names  of  persons;  three  that 
are  names  of  places;  three  that  are  names  of  things. 

Give  three  proper  nouns  that  are  names  of  persons;  three  that  are 
names  of  places;  three  that  are  names  of  things. 

Write  any  proper  name  that  may  represent  each  of  the  following 
class  -  names : 

Model:  King  (c^ass- name)  George  III  (proper  name). 

king  prince  poet  artist  story 

country  city  child  pupil  palace 

*  From  the  Latin  proprius,  meaning  one^s  own, 


18  CALIFORNIA   SERIES. 

Copy  the  groups  of  proper  nouns  below  and  place  at  the  right  of 
each  an  appropriate  class -name: 

Model:  Jupiter,  Earth,  Mars,  Saturn,     {planet.) 

1.  Ganges,  Danube,  Mississippi. 

2.  Homer,  Dante,  Shakespeare,  Goethe. 

3.  Siskiyou,  Placer,  Colusa,  Kern. 

4.  Demosthenes,  Cicero,  Webster,  Clay. 

5.  Gladstone,  Bismarck,  Blaine,  Thurman. 

6.  Massasoit,  Philip,  Tecumseh. 

7.  Don  Quixote,  Robinson  Crusoe,  Ivanhoe. 

8.  Elizabeth,  Victoria,  Anne,  Isabella. 

9.  June,  March,  May,  April. 

10.  Lee,  Grant,  Sherman,  Sheridan. 

11.  Juno,  Minerva,  Venus,  Thetis. 

12.  Holyrood,  Windsor,  Luxembourg,  Alhambra. 


LESSON  16. 


Write,  according  to  the  model,  the  proper  nouns*  and  titles  indi- 
cated in  the  following  exercise : 

Model:  A  great  book  (Robinson  Crusoe). 

1.  A  poem.  8.  A  title  for  Grover  Cleveland. 

2.  A  picture.  9.  Another    name    for    Holy 

3.  A  ship.  Scriptures. 

4.  A  newspaper.  10.  A  book  that  tells  about  the 

5.  A  great  event.  United  States. 

6.  A  winter  holiday.  11.  A    book    that    tells    about 

7.  Another  title  for  Queen  Little  Nell. 

Victoria.  12.  One  of  Shakespeare's  plays. 

Which  words  of  the  titles  you  have  written  begin  with  capital  letters? 
Why? 

*  A  proper  noun  often  consists  of  several  words,  each  of  which  begins  with 
a  capital  letter. 


REVISED  ENGLISH  GRAMMAR.  19 

Copy  from  the  table  of  contents  of  your  Reader  the  titles  from 
Lesson  1  to  Lesson  21^  being  careful  to  use  capital  letters  correctly. 

Copy  the  following,  underlining  the  words  which  refer  to  the 
Deity :  * 

Father  of  all !  in  every  age,  in  every  clime  adored, 

By  saint,  by  savage,  and  by  sage,  Jehovah,  Jove,  or  Lord.— Popg. 


LESSON  17. 
Write  in  full: 

1.  Your  own  name. 

2.  Your  teacher's  name. 

3.  The  name  of  the  poet  you  like  best.  - 

4.  The  name  of  one  of  your  schoolmates. 

5.  The  name  of  the  President  of  the  United  States. 

Rewrite  these  names,  using  initials  for  the  Christian  name. 

Model:  Ulysses  Simpson  Grant.     (U.  S.  Grant.) 
What  mark  must  follow  each  initial? 

Write  the  name  of  your : 

post  office  state  capital  of  state 

county  country  capital  of  country 

Which  of  these  names  may  be  properly  abbreviated?     Write  the 
abbreviations. 

Write  the  names  of  the  months  and  their  common  abbreviations. 
Write  the  days  of  the  week  and  their  abbreviations. 

Name  the  words  for  which  these  abbreviations  stand: 


Dr. 

Mr. 

Gov. 

Supt. 

P.  M. 

Co. 

Rev. 

Mrs. 

Pres. 

D.  D. 

A.M. 

A.  D. 

Prof. 

Gen. 

Jun. 

P.O. 

R.  R. 

B.  C. 

*  All  names  referring  to  the  Deity  should  begin  with  capital  letters. 


20  CALIFORNIA   SERIES. 


LESSON  18. 
LETTERS  OF  FRIENDSHIP. 

(Heading.) 

Cambridge,  May  12,  1848. 
(Salutation.) 

My  dear  Friend :  (Body  of  letter.) 

Here  I  am  in  my  garret.  I  slept  here  when  I  was  a  little 
curly -headed  boy.  It  is  a  pleasant  room,  facing  almost  equally 
toward  the  morning  and  the  afternoon.  In  winter  I  can  see  the 
sunset,  in  summer  I  can  see  it  only  as  it  lights  up  the  tall  trunks 
of  the  English  elms  in  front  of  the  house,  making  them  sometimes, 
when  the  sky  behind  them  is  lead  -  colored,  seem  of  the  most  brill- 
iant yellow.  In  winter'my  view  is  a  wide  one,  taking  in  a  part 
of  Boston.  I  can  see  one  long  curve  of  the  Charles,  and  the  wide 
fields  between  me  and  Cambridge,  and  the  flat  marshes  beyond 
the  river,  smooth  and  silent  with  glittering  snow.  As  the  spring 
advances  and  one  after  another  of  our  trees  puts  forth,  the  land- 
scape is  cut  off  from  me,  piece  by  piece,  till,  by  the  end  of  May,  I 
am  closeted  in  a  cool  and  rustling  privacy  of  leaves. 

I  have  begun  upon  the  "Fable"  again,  and  am  making  some 
headway.  The  next  time  you  write  will  you  give  me  the  last  line 
of  that  part  of  it  I  sent  you,  and  let  it  be  soon?  I  wish  to  begin 
to  copy  the  additions.  The  sooner  you  let  me  know,  the  sooner 
you  will  get  the  rest — so  there  is  a  bribe  for  you  to  write.  I  hope 
to  finish  the  "Fable"  next  week. 

(Conclusion.)         Your  affectionate  friend, 

James  Russell  Lowell. 

In  what  town  was  this  letter  written?  In  what  year?  At  what  time  of 
the  year  ? 

Upon  what  part  of  the  page  is  the  heading  written  ?  How  many  items  in 
this  heading  ?    After  each  item  what  mark  of  punctuation  do  you  notice  ? 

With  what  words  does  this  letter  begin  ?  What  are  these  words  called  ? 
On  which  side  of  the  page  do  you  find  the  salutation?  By  what  mark  is  it 
followed? 

Into  how  many  paragraphs  is  the  body  of  the  letter  divided?    Who  wrote 


REVISED  ENGLISH  GRAMMAR.  21 

this  letter?    With  what  words  of  aflfection  does  it  close?    What  are  these 
closing  words  called? 

Summary.  —  l.   The  Heading  tells    (a)  where  the   letter  was  written; 
(h)  when  it  was  written.    Each  of  these  parts  may  contain  more  than  one  item. 

2.  The  Salutation  consists  of  words  of  greeting,  and  is  usually  followed  hy 
a  colon. 

3.  The  Body  of  the  letter  consists  of  the  subject-matter,  and  may  contain 
one  or  more  paragraphs. 

4.  The  Conclusion  consists  of  (a)  closing  words  of  respect  or  affection,  and 
(b)  the  signature. 


LESSON  19. 

Write  headings  for  letters  from  the  items  given  below.  Arrange 
and  punctuate  the  items  like  those  in  the  model  letter.  After  items 
that  are  abbreviated,  place  both  period  and  comma: 

1.  Santa  Ana  —  California  —  November  3  — 1894 

2.  112  Spring  Street  —  Los  Angeles  —  California — January 
1  —  1895 

3.  Milpitas  —  Santa  Clara  County  —  California  —  February  12 

4.  Postoffice  Box  942  —  San  Diego  —  California — March  10 — 
1895 

5.  Washington — District  of  Columbia  —  September  9 — 1894 

6.  Palace  Hotel — San  Francisco — -California  —  June  7 — 1895 

COMMON    FORMS   OF    SALUTATION. 

Dear  Son  My  dear  Clara 

My  dear  Daughter  Dear  Uncle 

My  dear  Sister  Dear  Miss  Hart 

Dear  Edward  Dear  Mr.  Howell 

Write  a  salutation  for  a  letter  to  your: 

teacher  mother  father  cousin  classmate 

COMMON    FORMS   OF    CONCLUSIONS. 

Your  friend  Your  affectionate  father 

Lovingly  yours  Your  loving  son 


22 


CALIFORNIA   SERIES. 


Affectionately  yours  Ever  your  friend 

Most  sincerely  yours  Most  cordially  yours 

Write  conclusions  for  a  letter  to  your: 
teacher  mother  father  cousin  classmate 


LESSON  20. 
THE  OUTSIDE  ADDRESS. 


1 

To  whom  is  this  envelope  addressed?  In  what  city  is  he  residing?  In 
what  State  ?    At  what  street  and  number  ? 

The  outside  address  of  a  letter  should  consist  of  the  name  and  the  resi- 
dence of  the  person  addressed. 

The  residence  consists  of  the  postoffice,  the  county,  and  the  State.  If  the 
person  addressed  lives  in  a  large  city,  the  number  and  the  street  should  be 
given  and  the  county  omitted. 

i.  Qofy  the  above,  observing  carefully  the  position  and  arrange- 
ment of  the  different  items. 

2.  Write  a  letter  to  your  teacher.  Let  there  be  two  paragraphs 
in  the  body  of  the  letter. 


REVISED  ENGLISH  GRAMMAR.  23 

S.  Write  to  an  absent  member  of  your  family.  Tell  how  you 
spent  Christmas,  and  send  an  affectionate  greeting  from  the  other 
members  of  the  family. 

4.  Write,  as  if  away  from  home  on  a  vacation,  a  letter  to  one  of 
your  classmates.  Describe  your  surroundings  and  tell  how  you 
amuse  yourself. 

Put  each  of  these  letters  in  an  envelope  and  address  it. 


LESSON  21. 

PRONOUNS. 

The  Ugly  Duckling. — Part  IV. 

At  last  the  ugly  duckling  ran  away,  frightening  a 
little  bird  from  its  nest  in  the  hedge,  as  he  flew  over  the 
paling.  "  It  is  afraid  of  me,  too,  because  I  am  so  ugly," 
he  said.  So  he  closed  his  eyes  and  flew  still  faster  until 
he  came  to  a  wild  moor. 

Toward  evening,  he  reached  a  poor  little  hut  and 
quietly  crept  inside.  Here  lived  an  old  woman,  a  cat, 
and  a  hen.  The  mistress  called  the  cat  Little  Son. 
He  could  raise  his  back  and  purr,  and  even  throw  out 
sparks  from  his  fur.  The  hen  was  called  Chickabiddy 
Shortshanks.  She  laid  good  eggs,  and  her  mistress  loved 
her  as  if  she  were  an  own  child. 

Early  in  the  morning  the  cat  and  the  hen  discovered 
the  duckling  in  their  hut.  The  cat  began  to  purr,  the 
hen  to  cluck,  and  the  old  woman  cried  to  them,  "  Why 
do  you  make  all  this  noise,  my  children  ? "  But  her  sight 
was  not  very  good ;  therefore,  when  she  saw  the  duck- 
ling, she  thought  him  a  fine  fat  duck.  "  0,  what  a  prize 
has  come  to  us  ! "  she  exclaimed. 


24  CALIFORNIA    SERIES. 

Now  the  cat  was  master  of  the  house,  and  the  hen 
was  mistress.  They  always  said,  '^  We  and  the  world," 
for  they  believed  themselves  to  be  half  the  world,  and 
by  far  the  larger  half,  too. 

^•'Can  you  lay  eggs?"  asked  the  hen.    . 

"  No,"  answered  the  duckling. 

"  Well,  then,  hold  your  tongue  ! "  she  cried. 

"  Can  you  raise  your  back,  or  purr,  or  throw  out 
sparks  ?  "  asked  the  cat. 

"  No,"  replied  the  duckling. 

'"  Then,"  cried  he,  "  you  have  no  right  even  to  express 
an  opinion  in  our  presence." 

Par.  1.  What  word  in  the  first  sentence  stands  for  the  noun  bird ;  for 
the  noun  duckling  f  In  the  second  sentence,  what  word  stands  for  the  noun 
bird  f    What  three  words  stand  for  the  noun  duckling  f 

Words  like  these,  that  stand  for  nouns,  are  called  Pronouns. 

In  the  last  sentence,  name  three  pronouns  that  stand  for  the  noun  duckling. 

Par.  2.  Find  a  pronoun  in  the  first  sentence.  For  what  noun  does  it 
stand?  In  the  fourth  sentence,  find  three  pronouns  referring  to  cat.  In 
the  last  sentence,  what  four  pronouns  stand  for  the  noun  Chickabiddy  Short- 
shanks  f  Kead  the  last  sentence  aloud.  Re-read  it,  repeating  the  noun 
Chickabiddy  Shortshanks  wherever  the  pronouns  occur.  Which  is  the  better 
sentence?  W^hy?  Give  one  reason,  then,  for  using  pronouns  instead  of 
repeating  the  noun. 

Par.  3.  Who  discovered  the  duckling  in  the  hut?  In  the  first  sentence, 
what  pronoun  refers  to  the  cat  and  the  hen?  In  the  second  sentence,  find 
three  pronouns;  for  what  noun  or  nouns  does  each  one  stand?  Find  four 
pronouns  in  the  next  sentence.  What  pronoun  in  the  last  sentence  stands 
for  the  names  of  the  old  woman,  the  cat,  and  the  hen?  What  pronoun  stands 
for  the  name  of  the  old  woman  only  ? 

Par.  4.  Find  four  pronouns,  each  of  which  stands  for  the  names  of  the 
cat  and  the  hen. 

In  the  remainder  of  this  selection  how  many  pronouns  do  you  find?  To 
what  do  the  pronouns  you  refer ;  the  pronouns  your  f  To  what  does  the 
pronoun  she  refer ;  the  pronoun  he;  the  pronoun  our  f 


REVISED  ENGLISH  GRAMMAR. 


25 


Summary.  — A  Pronoun  is  a  word  tHat  stands  for  a  noun. 
A  Pronoun  sometimes  stands  for  two  or  more  nouns. 

The  following  is  a  list  of  the  pronouns  in  common  use.     Which  of  them 
are  not  found  in  the  above  lesson  ? 


I, 

i^y? 

mine. 

me, 

we,       our, 

ours, 

us. 

thou, 

thy, 

thine. 

thee. 

yo^^j    ye, 

your. 

yours. 

he, 

his. 

him. 

) 

she. 

her, 

hers, 

they,     their. 

theirs, 

them. 

it, 

its. 

) 

who, 

whose. 

whom. 

which,  what, 

that. 

LESSON  22. 

Good  Usage  in  Pronouns. 

Copy  the  following  sentences^  and  read  them  aloud  ten  or  more 
times,  to  accustom  both  eye  and  ear*  to  correct  forms  in  such  con- 
structions: 


It  is  I.t 
It  is  he. 
It  is  she. 
It  is  we. 
It  is  they. 

It  is  n't  I. 
It  is  n't  he. 
It  is  n't  she. 
It  is  n't  we. 
It  is  n't  they. 


It  was  I. 

It  was  he. 
It  was  she. 
It  was  we. 
It  was  they. 

It  was  n't  I. 
It  was  n't  he. 
It  was  n't  she. 
It  was  n't  we. 
It  was  n't  they. 


Is  n't  it  I? 
Is  n't  it  he? 
Is  n't  it  she? 
Is  n't  it  we? 
Isn't  it  they? 

Was  n't  it  I? 
Was  n't  it  he? 
Was  n't  it  she? 
Was  n't  it  we? 
Wasn't  it  they? 


Be  careful  never  to  say,  It  is  me,  It  is  her,  It  is  him,  It  is  us,  It  is  them. 

*  Too  much  stress  cannot  be  laid  upon  the  fact  that  children  get  hold  of 
language  through  sight  and  hearing.  Visual  and  auditory  impressions,  there- 
fore, should  he  correct,  and  proper  forms  drilled  upon  until  these  impressions 
become  habits  of  the  hand  and  vocal  organs. 

t  The  pronoun  T  is  always  written  as  a  capital  letter. 

3-G 


26 


CALIFORNIA   SERIES. 


LESSON  23. 

PARAPHRASING.* 

The  Woodpecker  and  the  Dove. 

Read  the  following  fable;  imagine  the  surroundings  of  the  birds, 
the  visit  of  which  they  speak,  and  the  appearance  of  their  host. 
Then  rewrite  it,  substituting  for  each  numbered  word  the  term  in  the 
list  below  which  best  expresses  the  thought  as  you  understand  it. 
Use  expressions  of  your  own,  and  vary  the  form,  of  the  sentences  if 
you  choose,  but  adhere  closely  to  the  thought. 

A  woodpecker  and  a  dove  had  been  visiting^  a  peacock.  "  How 
do  you  like  our  host^?"  asked^  the  woodpecker,  after  they  had 
left.*  "  Is  he  not  a  disagreeable^  creature?  His  vanity,^  his  shape- 
less^ feet,  his  harsh^  voice  are  almost  unbearable,^  are  n't  they?  " 

"I  had  no  time,"  answered^"  the  gentle"  dove,  "to  notice^^ 
these  things.  I  was  occupied"  in  admiring  the  beauty"  of  his 
head,  the  gorgeousness^^  of  his  colors,  and  the  majestic'®  carriage 
of  his  train." 


1.  visiting 

2.  host 

3.  asked 

4.  left 

calling  upon 

friend 

inquired 

gone 

paying  a  visit  to 

neighbor 

questioned 

taken  leave 

the  guests  of 

entertainer 

interrogated 

departed 

5.  disagreeable 

6.  vanity 

7.  shapeless 

8.  harsh 

odious 

self-conceit 

awkward 

shrill 

unpleasant 

admiration  of 

unsightly 

discordant 

unattractive 

himself 

uncomely 

unmusical 

9.  unbearable 

10.  answered 

11.  gentle 

12.  notice 

not  to  be  borne 

replied 

kindly 

look  at 

not  to  be  endured 

rejoined 

amiable 

observe 

beyond  endurance 

responded 

sweet-spirited 

take  note  of 

13.  occupied 

14,  beauty 

15.  gorgeousness 

16.  majestic 

employed 

grace 

rich  coloring 

proud 

busy 

shapeliness 

magnificence 

kingly 

engrossed 

fine  appearance 

brilliant  hues 

dignified 

*In  the  varied  phraseology  of  this  and  similar  lessons,  it  has  been  the  inten- 
tion to  supply  approximate  expressions  rather  than  close  synonyms,  the  idea 
being  to  enrich  the  child's  thought  by  suggesting  new  shades  of  meaning,  and, 
incidentally,  to  enlarge  his  vocabulary. 


REVISED  ENGLISH  GRAMMAR.  27 

A  restatement  of  a  passage  expressing  the  meaning  of  the  original 
in  another  form,  is  called  a  Paraphrase. 


LESSON  24. 

VERBS. 

The  Ugly  Duckling. — Part  V. 

After  this  unkind  remark,  the  poor,  ugly  little  duck- 
ling crept  into  a  dark  corner.  By  and  by,  the  bright 
sunshine  came  into  the  room  through  the  open  door. 
The  duckling  felt  a  great  longing  for  a  swim  on  the 
water.     He  spoke  of  this  to  the  hen. 

"  What  an  absurd  idea  ! "  said  the  hen.  "  You  do 
nothing  useful,  therefore  you  have  foolish  fancies.  If 
you  could  purr,  or  if  you  could  lay  eggs,  they  would 
pass  away." 

"Ah,  how  delightfully  the  water  plashes  when  you 
swim ! "  cried  the  duckling.  "  How  refreshingly  it 
closes  over  your  head  when  you  dive  down  to  the 
bottom!" 

"  Delightful,  indeed  !  A  queer  sort  of  pleasure,''  said 
the  hen.  "You  have  gone  crazy.  Ask  the  cat  what  he 
thinks  of  the  water !  Ask  him  if  he  likes  to  swim ! 
Ask  the  old  woman !  Do  you  think  she  wants  to  swim 
and  let  the  water  close  above  her  head  ?  " 

"  You  do  not  understand  me,"  said  the  duckling. 

"  We  do  not  understand  you !  Who  can  understand 
you?"  cried  the  hen.  "Do  you  think  yourself  more 
clever  than  the  cat  ?  Or  the  old  woman  ?  I  will  say 
nothing  of  myself.    You  are  foolish,  and  it  is  not  pleasant 


28  CALIFORNIA   SERIES. 

to  have  you  about.     I  speak  for  your  good.     Forget  this 
nonsense  about  the  water,  and  lay  eggs." 

"Ah,  I  must  go  out  into  the  world  again!"  said  the 
duckling,  sadly.  So  he  left  the  cottage,  and  soon  found 
a  lake  where  he  could  swim  and  dive  all  day  long,  but 
every  creature  shunned  him  because  he  was  so  ugly. 

Par.  1.  What  is  the  subject  of  the  first  sentence  ?  What  is  the  predicate.? 
What  word  in  the  predicate  asserts  something  of  duckling  f  What  word  in 
the  predicate  of  the  second  sentence  asserts  something  of  sunshine  f 

Words  which,  like  these,  assert  something  of  a  subject  are  called 
Verbs. 

In  the  third  sentence,  find  the  verb  that  asserts  something  of  duckling. 
In  the  fourth  sentence,  find  a  verb  that  asserts  something  of  the  subject  he. 

Par.  2.  In  the  first  sentence,  select  the  entire  predicate ;  the  verb.  In  the 
second  sentence,  find  the  verb  that  asserts  something  of  the  subject  you;  of 
the  second  subject  you.  In  the  third  sentence,  give  the  words  that  assert 
something  of  the  subject  you;  of  the  second  subject  you;  of  the  subject  they. 

When  two  or  more  words  are  used  to  do  the  work  of  a  verb,  they 
are  called  a  Verb  -  Phrase. 

Find  the  verbs  or  verb -phrases  for  the  following  subjects : 
Par.  3.     1.  water.     2.  you.     3,  duckling.     4.  it.     5.  you. 
Par.  4.     1.  hen.     2;  you.     3.  you  (not  expressed).     4.  he.     5.  you  (not 
expressed).     6.  he.     7.  you  (not  expressed).     8.  you.    9.  she. 
Par.  5.     1.  you.     2.  duckling. 

Find  the  subjects  of  the  following  verbs  and  verb -phrases : 

Par.  6.     1.  do  understand.    2.   can  understand.     3.  cried.     4.  do  think. 

5.  will  say.     6.  are.     7.  is.     8.  speak.     9.  forget.     10.  lay. 

Par.  7.    1.  must  go.       2.  said.       3.   left.      4.   found.     5.   could  swim. 

6.  (could)  dive.     7.  shunned.     8.  was. 

Summary. —A  Verb  is  a  word  that  asserts. 

A  Verb  -  Phrase  is  an  expression  containing  two  or  more  words  used  to  do 
the  work  of  a  verb. 

The  Bare  Predicate  of  a  sentence  is  always  a  verb  or  a  verb -phrase. 
Nouns  and  pronouns,  when  subjects  of  a  sentence,  are  also  called  subjects 
of  the  verb. 


REVISED  ENGLISH  GRAMMAR. 


29 


LESSON  26. 


Write  sentences  about  birds,  in  which  the  following  verbs  and 
verb -phrases  shall  be  used.  Let  six  of  the  sentences  be  declarative, 
four  interrogative  J  and  two  imperative: 


escaped 

warbled 

)k                       will  sing 

twittered 

ild                     were  observed 

are  migrating 

im                     had  been  soaring 

has  been  hopping 

Form  verb -phrases  by  combining  the  words  in  column  2  belovo 
with  any  word  in  column  3.  Use  these  verb -phrases  with  all  the 
nouns  in  column  1  with  which  they  appropriately  combine: 


(1) 

(2) 

(3) 

virtue 

are 

read 

poetry 

will  be 

written 

health 

may  be 

studied 

pictured 

has  been 

observed 

newspapers 

have  been 

rewarded 

commandments 

should  have  been 

preserved 

LESSON  26. 

Copy  the  following  sentences,  underlining  the  bare  subject,  and 
doubly  underlining  the  verb: 

[For  subject  of  an  imperative  sentence,  see  note,  page  14.] 

1.  By  cool  Siloam's  shady  rill  how  sweet  the  lily  grows.— fiefter. 

2.  Thus  conscience  does  make  cowards  of  us  oM.— Shakespeare. 

3.  Woodman,*  spare  that  tree.— Jform. 

4.  Keep  cool.     Anger  is  not  argument.— TTe&si^r. 

5.  A  thing  of  beauty  is  a  joy  forever.— Zea«s. 

6.  How  sweet  the  moonlight  sleeps  upon  this  hd^vik.— Shakespeare. 

7.  Gayly  the  troubadour  touched  his  gmtsn.— Bayly. 

*  The  noun  Woodman  is  not  the  subject.  It  simply  calls  the  attention  of  the 
person  addressed,  and  is  independent.  Nouns  used  independently  are  set  off 
by  commas. 


30  CALIFORNIA    SERIES. 

8.  Can  Honor's  voice  provoke  the  silent  dust?— G^my. 

9.  The  sentinel  stars  set  their  watch  in  the  sky.—  Campbell 

10.  The  long  light  shakes  across  the  lakes.—  Tennyson. 

11.  Ring  out,  wild  bells,  to  the  wild  sky.— Tennyson. 

12.  Beautiful  Evelyn  Hope  is  dead.— Browning. 

13.  Full  knee -deep  lies  the  winter  snow.— Tennyson, 

14.  Naught  cared  this  body  for  wind  or  weather.—  Coleridge. 

15.  Hope  for  a  season  bade  the  world  farewell.—  Campbell. 

16.  By  fairy  hands  their  knell  is  rung.— Collins. 


LESSON  27. 
Good  Usage  in  Verbs. 

[See  direction,  Lesson  22.] 
I  do  n't  know.  He  does  n't  know. 

We  do  n't  know.  She  does  n't  know. 

I  hav'n't  seen  it.  He  has  n't  seen  it. 

We  hav'n't  seen  it.  She  has  n't  seen  it. 

Does  it  matter  ? 
It  does  n't  matter. 
I  am  not  ready.  We  are  n't  ready. 

You  are  not  ready.  You  are  n't  ready. 

He  is  not  ready.  They  are  n't  ready. 

One  of  my  books  is  lost. 

Some  of  my  books  are  lost. 
I  was  not  there.  I  was  n't  there. 

You  were  not  there.  You  were  n't  there. 

He  was  not  there.  He  was  n't  there. 

Is  there  a  letter  for  me? 

Are  there  letters  for  me? 

Be  careful  not  to  make  the  mistake  of  saying : 
He  do  n't  (do  not)  know. 
She  do  n't  (do  not)  know. 
Remember  that  such  contractions  as  ain't,  hain't,  and  wa'ii't  have  not 
the  authority  of  good  usage. 


REVISED  ENGLISH  GRAMMAR.  -"^l 

LESSON  28. 
Words  Used  Both  as  Nouns  and  as  Verbs. 

The  classes  {nouns,  pronouns,  verbs,  etc.)  into  which  words  are  divided, 
according  to  their  use,  are  called  Parts  of  Speech. 

To  decide  to  what  Part  of  Speech,  or  class,  a  word  in  any  sentence  belongs, 
we  must  consider  how  it  is  used  in  that  sentence.* 

If  it  is  the  name  of  anything  it  is  a  Noun. 

If  it  asserts  something  about  a  person  or  thing  it  is  a  Verb. 

Coi)y  the  following  sentences,  indicating  whether  the  words  in 
italics  are  nouns  or  verbs: 

Model  :  Man  wants  but  little  here  below,     {verb. ) 
My  wants  are  many,     {noun.) 

1.  Whene'er  I  take  my  walks  abroad, 

How  many  poor  I  see.— TFa«s. 

2.  She  walks  in  beauty  like  the  night.—  Wordsworth. 

8.  The  landlord's  laugh  was  ready  chorus.— ^wrm. 

4.  The  angels  laugh,  too,  at  the  good  he  has  done.—  Holmes. 

5.  Dare  to  be  true,  nothing  can  need  a  lie.—  Oeo.  Herbert. 

6.  I  lie  not;    I   confess  nothing.— Shakespeare. 

7.  Wave,  Munich!  all  thy  banners  wave.—  Campbell. 

8.  The  spirit  of  your  fathers 

Shall  start  from  every  wave.— Campbell. 

9.  Love  is  the  fulfilling  of  the  Isiw.— Bible. 
10.  Love  thy  neighbor  as  thy  self.-  Bible. 

Use  each  of  the  following  words  as  a  noun  and  as  a  verb: 

sleep  guide  hope  watch  look 

wrong  judge  change  pardon  welcome 

*  We  need  not  inquire  what  a  word  is,  we  must  ask  what  it  does.  Just  as  a 
bar  of  iron  may  be  used  as  a  lever,  or  as  a  crowbar,  or  as  a  poker,  or  as  a  ham- 
mer, so  a  word  may  be  an  adjective,  or  a  noun,  or  a  verb  — just  as  it  is  used.— 
Meiklejohn. 


82  CALIFORNIA  sehies. 

LESSON  29. 

ADJECTIVES. 

The  Ugly  Duckling. — Part  VI. 

The  chill  autumn  came  on.  The  brown  leaves  rustled 
on  the  tall  trees  near  the  lonely  hiding-place  of  the 
little  duckling. 

One  frosty  evening,  just  as  the  sun  was  setting  amid 
radiant  clouds,  there  came  a  large  flock  of  beautiful  birds 
out  of  the  rushes.  They  were  wild  swans.  They  curved 
their  graceful  necks,  and  their  soft  plumage  shone  with 
dazzling  whiteness.  Then,  uttering  a  strange  note  and 
spreading  their  glorious  wings,  they  flew  away  to  sunnier 
lands  and  warmer  waters. 

As  they  disappeared  the  lonely  little  duckling  felt  an 
intense  longing  in  his  heart.  He  whirled  himself  in  the 
water  like  a  wheel,  stretched  out  his  neck  toward  them, 
and  uttered  a  shrill  cry  that  frightened  even  himself. 

0  the  beautiful  birds !  the  happy  birds !  When  the 
little  duckling  could  see  them  no  longer  he  was  quite 
beside  himself  with  excitement,  and  dived  down  to  the 
bottom  of  the  lake.  He  did  not  know  what  the  strangers 
were  called,  nor  whither  they  had  flown,  yet  he  loved 
them  as  he  had  never  before  loved  any  living  creature. 
He  did  not  envy  them ;  he  did  not  even  think  of  wishing 
such  beauty  for  himself.  Poor,  ugly,  lonely  creature! 
He  would  gladly  have  lived  even  with  the  ducks  had 
they  treated  him  well. 

The  cold,  dreary  winter  came  on.  The  unhappy  duck- 
ling had   to    swim   about    to   keep   the  icy  water  from 


HE  VISED  ENGLiSH  GRAMMAR.  38 

freezing  around  him.  He  paddled  with  his  legs  as  well 
as  he  could,  but  at  last  the  discouraged,  exhausted 
creature  was  frozen  fast  in  the  cruel  ice. 

Pak.  1.  Give  all  the  nouns  in  this  paragraph.  What  word  describes 
autumn?  What  word  describes  leaves  f  What  word  describes  trees;  hiding- 
place;  duckling f  What  little  word  used  with  autumn  limits  its  meaning  to 
a  particular  autumn  ?  What  little  word  points  out  or  limits  the  noun  leaves  f 
What  word  limits  each  of  the  other  three  nouns? 

Par.  2.  What  word  describes  evening ;  clouds ;  flock;  birds;  swans  ? 
What  noun  is  described  by  graceful;  soft;  dazzling;  strange;  glorious; 
sunnier  ;  warmer  f  What  word  limits  the  noun  sun ;  the  noun  rushes  ;  the 
noun  evening;  the  noun  flock ;  the  noun  note  ? 

Words  such  as  frosty,  radiant,  a,  one,  and  the,  which  describe 
or  limit  nouns,  are  called  Adjectives. 

To  modify  a  part  of  speech  is  to  change  or  add  to  its  meaning. 
■Adjectives  modify  nouns  by  limiting  or  describing  them. 

Par.  3.     What  three  adjectives  modify  the  noun  duckling  f    What  two 
adjectives  modify  longing  f    Find  four  other  adjectives  that  modify  nouns. 
Par.  4.     Give  the  adjectives  that  modify  the  following  nouns : 

birds    •  duckling  lake  creature  creature 

birds  bottom  strangers  beauty  ducks 

Par.  5.     Name  the  nouns  modified  by  the  following  adjectives  : 

the  cold,  dreary  the  icy  the  discouraged,  exhausted 

the  'unhappy  the  cruel 

Summary. — Adjectives  are  words  used  to  modify  the  meaning  of  nouns. 
Adjectives  modify  nouns  by  limiting  or  describing  them. 
The  words  a,  an,  and  the  are  adjectives  so  peculiar  in  their  use  that  they 
are  generally  called  by  the  special  name — Articles. 


LESSON  30. 
^ELECTING  Adjectives. 


Write  the  adjectives  in  the  following  quotations.  The  number 
placed  at  the  end  of  each  indicates  the  number  of  adjectives  it 
contains: 


34 


CALIFORNIA   SERIES. 


None  of  us  yet  know  what  fairy  palaces  we  may  build  of 
beautiful  thoughts,  bright  fancies,  satisfied  memories,  noble  his- 
tories, faithful  sayings,  treasure-houses  for  precious  and  restful 
thoughts.   ( 9 ) .—  RusUn. 

The  doe  was  a  beauty,  with  slender  limbs,  not  too  heavy  flanks, 
round  body,  and  aristocratic  head,  with  small  ears,  and  luminous, 
intelligent,  affectionate  eyes.  (10).—  Warner. 

There  were  the  points  I  had  dreamed  of — the  straight,  tapering 
legs,  the  small  feet,  the  large  and  bony  head,  the  tiny,  sharp  - 
pricking  ears,  the  fine  silken  coat  of  golden  bay.  (16). 

—  Description  of  a  Horse.  —  Crawford. 


LESSON  31. 
Using  Adjectives.* 


Co^y  the  nouns  in  columns  3 
adjective  selected  from  columns 


and  Jf,  modifying  each  by  a  suitable 
1  and  2: 


(1) 

(2) 

(3) 

(4) 

huge 

brilliant 

memory 

outline 

luscious 

terrific 

picture 

story 

poisonous 

musical 

hat 

lesson 

amiable 

ancient 

friend 

journey 

blustering 

graceful 

sunset 

peach 

lifelike 

interesting 

meteor 

wind 

becoming 

difficult 

cyclone 

elephant 

faithful 

tiresome 

voice 

serpent 

gorgeous 

retentive 

ruin 

disposition 

LESSON   32. 

Use  each  of  the  following  adjectives  with  the  names  of  at  least  three 
things  which  possess  the  quality  expressed  : 
lustrous  resonant  spacious  -  vertical 

buoyant  artificial  remote  gigantic 

aromatic  palatable  perilous  symmetrical 

*The  more  or  less  inaccurate  guesses  of  pupils  as  to  the  meaning  and  appli- 
cation of  words  should  always  be  tested  by  reference  to  a  good  dictionary. 


REVISED  ENGLISH  GRAMMAR.  35 

Copy  the  following  adjectives,  writing  after  each  the  name  of  some 
animal  which  it  appropriately  describes : 

ferocious  obstinate  huge  hibernating 

stealthy  graceful  scaly  extinct 

domestic  venomous  faithful  patient 

nocturnal  docile  awkward  fleet 


LESSON  33. 
Tell  exactly  what  is  meant  by  saying  that  a  person  or  thing  is  : 

magnificent  majestic  faithless  frugal 

industrious  dangerous  ignoble  false 

courageous  miserable  sublime  rude 

Use  an  adjective  which  expresses  a  motion  to  describe  : 

a  worm  a  cataract  a  vine  a  deer  a  ship 

a  dove  a  stream  leaves  waves  pines 

Use  an  adjective  which  expresses  a  sound  that  may  describe  : 

a  bird  a  watch  a  lamb  a  bee  a  cow 

a  baby  a  cannon  a  brook  a  dog  a  cat 

Use  the  adjectives  in  the  poem,  The  Parrot,  page  7,  to  describe 
persons  and  things  not  mentioned  in  the  poem. 


LESSON  34. 
Choice  of  Adjectives. 

1.  The  odd  appearance  of  Rip  Van  Winkle  soon  attracted  a 
crowd  of  women  and  children, 

2.  Mark  Twain  tells  sl  funny  story  about  the  bluejay. 

3.  The  Mariposa  lily  is  a  beautiful  wild -flower. 

4.  Little  Nell  was  a  lovely  child. 

5.  The  splendid  Kohinoor  diamond  belongs  to  Queen  Victoria. 

6.  Tropical  birds  are  distinguished  by  their  gorgeous  plumage. 


36  CALIFORNIA   SURIHS. 

7.  White  clover  blossoms  make  the  most  delicious  honey. 

8.  Sixty  thousand  persons  perished  in  the  awful  earthquake 
at  Lisbon  in  1755. 

9.  Cerberus,  a  horrid  three -headed  dog,  was  supposed  by  the 
ancients  to  guard  the  entrance  to  the  Under  World. 

10.  The  Turnus,  or  swallow  -  tailed  butterfly,  comes  from  an 
ugly  green  caterpillar. 

11.  If  there  yvere  fewer  saloons  there  would  be  less  drunkenness. 

12.  The  real  meaning  of  the  word  candidate  is  wearer  of  a 
white  robe. 

What  adjective  in  the  above  sentences  implies  something  that  is  pleasing 
to  the  taste?  Name  three  objects  to  which  this  adjective  may  be  appro- 
priately applied. 

For  which  of  the  adjectives  above  could  you  substitute  the  adjective 
amusing  f  For  which  could  you  substitute  the  adjective  peculiar  f  Mention 
three  things  which  are  funny,  and  three  things  which  are  odd. 

Which  of  the  above  adjectives  gives  the  idea  of  dread  inspired  by  some- 
thing terrific  ?  Can  we  use  this  adjective  to  describe  a  pretty  dress ;  a  hard 
lesson;  a  poor  dinner?  Should  awful  ever  be  used  in  place  of  very  or 
quite  f    Why  not  ? 

Which  of  the  above  adjectives  may  be  used  to  describe  something  which 
is  both  repulsive  and  frightful  ?  Name  two  horrid  animals.  What  adjective 
used  above  gives  you  an  idea  of  something  not  pleasing  to  the  sight? 

Use  the  words  horrid  and  ugly  appropriately  in  describing  two  things. 

What  kind  of  child  may  be  called  lovely  f  Would  it  be  right  to  use  this 
adjective  in  describing  a  pie;  your  teacher;  a  new  dress;  your  mother? 
Which  of  the  adjectives  here  used  implies  something  showy  or  brilliant? 
Which  one  implies  something  rich  in  coloring?  Should  either  splendid  or 
gorgeous  be  used  to  describe  one's  health?  To  describe  a  walk;  a  sunrise; 
a  sunset ;  a  king's  crown;  a  rainbow? 

Which  of  the  adjectives  here  used  implies  a  small  number  of  things ;  a 
small  quantity?  With  which  of  the  following  nouns  should  we  use  less? 
With  which  should  we  use  fewer  f 

children  sugar  money  holidays 

books  paper  soldiers  noise 

What  adjective  in  these  sentences  is  equivalent  to  the  word  truef  Should 
we  use  this  word  to  tell  how  pretty,  how  good,  or  how  well  any  person  or 
thing  is  ?    Why  not  ?    Write  sentences  containing  the  italicized  adjectives. 


BE  VISED  ENGLISH  GRAMMAR.  37 

LESSON  35. 

Words  Used  Both  as  Adjectives  and  as  Nouns. 

Copy  the  following  sentences,  indicating  whether  the  words  in  italics 
are  adjectives  or  nouns: 

Model  :  Just  for  a  handful  of  silver  he  left  us.     (noun.) 

Hear  the  sledges  with  the  bells,  silver  bells,     {adjective. ) 

1.  There  are  no  tricks  in  plain  and  simple  isiith..— Shakespeare. 

2.  I  will  lead  forth  my  soldiers  to  the  plain.— Shakespeare. ' 

3.  Roll  on,  thou  dSep  and  dark  blue  ocean,  rolll— Byron. 

4.  I  can  call  spirits  from  the  vasty  deep.— Shakespeare. 

5.  Who  art  thou  that  lately  didst  descend 

Into  this  gaping  hollow  ?—  Shakespeare. 

6.  The  hollow  oak  our  palace  is.—  Cunningham. 

7.  There  is  a  calm  for  those  who  weeip.—  Montgomery. 

8.  I'll  deliver  all,  and  promise  you  calm  seas.— Shakespeare. 

9.  For  gold  the  merchant  plows  the  maim.— Bums. 

10.  The  cowslips  tall  her  pensioners  be; 

In  their  gold  coats  spots  you  see.— Shakespeare. 

11.  I  dreamt  that  I  dwelt  in  marble  halls.— Bunn. 

12.  The  soft  sea -weed  clings  to  the  marble  of  her  palaces. 

—  Rogers. 

13.  Hast  thou  a  charm  to  stay  the  morning  star  in  his  steep 
course?- CoZmd^e. 

14.  I  awoke  one  morning  and  found  myself  famous.— ^yron. 

15.  Wild  in  the  woods  the  noble  savage  ia,ia..— Dryden. 

16.  Music  hath  charms  to  soothe  the  savage  breast.—  Congreve. 

17.  Let  us  have  faith  that  right  makes  might ;  and  in  that  faith 
let  us  dare  to  do  our  duty.— Lincoln. 

18.  How  forcible  are  right  words.- Bible. 

What  similarity  in  meaning  do  you  see  between  the  italicized 
words  in  the  first  couplet  f 


38  CALIFORNIA   SERIES. 

LESSON  36. 

Words  Used  Both  as  Adjectives  and  as  Verbs. 

Copy  the  following  sentences  from  Shakespeare,  indicating  whether 
the  words  in  italics  are  adjectives  or  verbs : 

1.  I  fear  me  you  but  warm  the  starved  snake. 

2.  In  winter  with  warm  tears  I  '11  melt  the  snow. 

8.-  The  weary  sun  hath  made  a  golden  set. 

4.  We  weary  you.     You  weary  those  th^t  refresh  us. 

5.  Drink  the  free  air. 

6.  Though  full  of  our  displeasure  yet  yiq  free  you. 

7.  I  judge  by  his  hlunt  bearing  he  will  keep  his  word. 

8.  Blunt  not  his  love,  nor  lose  the  good  advantage  of  his  grace. 

9.  Upon  my  secure  hour  thy  uncle  stole. 

10.  Full  oft  'tis  seen 
Our  means  secure  us. 

11.  Moderate  lamentation  is  the  right  of  the  dead. 

12.  The  grief  is  fine,  full,  perfect  that  I  taste :  how  can  I  mod- 
erate it  ? 

13.  He  knows  me  as  the  6?ind  man  knows  the  cuckoo. 

14.  His  brandished  sword  did  blind  men  by  its  beams. 

Use  the  following  words  both  as  adjectives  and  as  verbs : 

paper  return  separate  dry 

trim  humble  blind  clear 

Use  the  following  words  both  as  adjectives  and  as  nouns: 

hollow  straw  brass  sage 

plane  noble  safe  marble 

Use  the  following  words  as  adjectives,  nouns,  and  verbs : 

right  second  light  stone 

salt  sham  copper  level 


REVISED  ENGLISH  GRAMMAR.  39 

LESSON   37. 
PARAPHRASING. 

Jupiter  and  the  Bee. 

Copy  the  numbered  words  and  phrases  in  the  fable  below,  and 
write,  under  each,  three  or  more  words  or  expressions  that  mean  the 
same,  or  nearly  the  same.  Then  rewrite  the  story  of  Jupiter  and 
the  Bee,  putting  in  place  of  each  numbered  expression  the  word  or 
phrase  from  your  own  list  which  best  expresses  the  thought.  [See 
Lesson  23.] 

In  days  of  yore^  when  the  world  was  young,  a  bee  that  had 
stored  her  combs  with  a  bountiful  harvest,^  flew  up  to  heaven  to 
present  to  Jupiter^  an  offering^  of  honey. 

Jupiter  was  so  delighted  with  the  gift^  that  he  promised^  to  give 
her  whatsoever  she  should  ask. 

She  therefore  besought'  him,  saying,  "0  glorious  Jove,  maker 
and  master  of  me,  poor  bee,  give  thy  servant  a  sting,  so  that 
when  any  one  approaches^  my  hive  to  take  the  honey,  I  may  kill 
him  on  the  spot." 

Jupiter,  out  of  love  to  man,  was  angry  at  her  request^  and  thus 
answered'^^  her:  ''Your  prayer'^'^  shall  not  be  granted  in  the  way 
you  wish,  but  the  sting  you  ask  for  you  shall  have;  and  when 
any  one  comes  to  take  away  your  honey  and  you  attack  him,  the 
wound  shall  be  fatal^^  not  to  him,  but  to  you,  for  your  life  shall 
go  with  your  sting."  -^sop. 


LESSON  38. 
COMPLEMENTS. 


1.  The  duckling  frightened  a  little  bird. 

2.  The, cat  was  master. 

3.  The  mistress  loved  the  hen. 

4.  He  is  ugly. 


40  CALIFORNIA   SERIES. 

What  is  the  subject  of  the  first  sentence?  What  is  asserted  of  the  duck- 
Hng  ?  What  is  the  verb  ?  Does  the  verb  frightened  complete  the  assertion  ? 
What  word  in  the  predicate  is  needed  to  complete  the  assertion  made  by  the 
verb  frightened? 

A  word  used,  to  complete  the  assertion  made  by  a  verb  is  called  a 
Complement.* 

What  is  the  subject  of  the  second  sentence?  What  is  the  predicate? 
What  is  the  verb  ?    What  is  the  complement  ? 

In  the  third  and  fourth  sentences,  name  the  subject ;  the  verb ;  the  com- 
plement. 

Summary. — A  Complement  is  a  word  used  to  complete  the  assertion 
made  by  the  verto.  t 

Find  the  subject,  the  verb,  and  the  complement  in  each  of  these 
sentences : 

1.  Ericsson  built  the  Monitor. 

2.  Scott  wrote  Ivanhoe. 

3.  Csesar  refused  the  crown. 

4.  Stephen  was  the  first  martyr. 

5.  Cleopatra  was  beautiful. 

6.  The  Chinese  invented  gunpowder. 

7.  Alexander  conquered  the  world. 

8.  Pasteur  became  famous. 

9.  Switzerland  became  a  republic. 
10.  Hamlet  seemed  insane. 


LESSON  39. 


In  the  following  exercise  copy  the  sentences,   drawing  one  line 

under  each   subject,   two  under  each  verb,  and    three  under  each 

complement : 

* 

1.  Cleon  hath  a  million  acres.— ilfacfca^/. 

2.  Life  is  earnest.— ion^/eZZow. 

*  From  the  Latin  complere^  meaning  to  fill  up,  or  complete. 

t  Some  verbs  do  not  make  a  complete  assertion,  and  therefore  cannot  be  predi- 
cates by  themselves.  Such  verbs  are  called  verbs  of  incomplete  predication.— 
Longman. 


REVISED  ENGLISH  GRAMMAR.  41 

3.  Great  is  Diana  of  the  Ephesians.— 5i6Ze. 

4.  'T  is  the  last  rose  of  summer.— iJfoore. 

5.  The  groves  were  God's  first  temiples.— Bryant. 

6.  Music  hath  chsums. —  Congreve. 

7.  Fond    memory   brings    the   light   of   other    days    around 
me.— Moore. 

8.  Man  is  his  own  star.—  Fletcher. 

.    9.  A  new  commandment  I  give  unto  jovl.— Bible. 

10.  Sweet  are  the  uses  of  aidyeYsitj.— Shakespeare. 

11.  He  giveth  his  beloved  sleep.— ^.  B.  Browning. 

12.  Brutus  is  an  honorable  msni.— Shakespeare. 

13.  Our  acts  our  angels  are.— Fletcher. 


LESSON  40. 
Write  a  sentence  without  a  complement  about : 

1.  an  animal.  2.  a  bird.  3.  a  flower. 

Write  a  sentence  with  a  complement  about: 

1.  Columbus.  2.  Washington.  3.  John  Smith. 

Fill  the  following  blanks.     Tell  whether  the  part  supplied  is  subject, 
verb  J  or  complement : 

Model  :  showed  the  savages  his  pocket  compass,    {subject.) 

1.  Nokomis ■  the  little  Hiawatha. 

2.  Captain  Smith  taught  the to  cut  down  trees. 

3.  Confucius  was  the  great of  China. 

4^ lived  on  a  desert  island. 

5.  Joseph  had  a of  many  colors. 

6.  Nathaniel  Hawthorne  wrote  a to  his  daughter  Una. 

7.  A went  forth  to  sow. 

8.  Phaeton  drove  the of  Apollo. 


9.  Yosemite  is  a  beautiful 

4r-G 


42  CALIFORNIA   SERIES, 

LESSON  41. 

Kinds  of  Complements. 

predicate  adjectives  and  predicate  nouns. 

1.  My  hair  is  gray,  but  not  with  years.— Byron. 

2.  My  name  is  Norval.— /o/m  Home. 

What  is  the  verb  in  the  first  sentence  ?  What  word  completes  the  asser- 
tion and  describes  the  subject?    What  part  of  speech  is  this  complement? 

In  the  second  sentence,  what  is  the  verb?  What  word  completes  the  asser- 
tion and  describes  the  subject?    What  part  of  speech  is  this  complement? 

Adjectives  and  nouns  used  as  complements  of  the  verb,  and 
describing  the  subject,  are  called  Predicate  Adjectives  and  Predi- 
cate Nouns. 

The.  number  of  verbs  which  may  take  as  complement  a  predicate  adjective 
or  predicate  noun  is  not  very  large.  Some  of  the  most  common  are  as  follows : 
be  [is,  am,  are,  was,  were),  seem,  look,  appear,  become,  grow,  turn,  feel,  taste, 
smell,  remain;  thus, 

He  is  king.  Boys  become  men.  Vinegar  tastes  sour. 

She  seems  shy.  Mankind  grows  better.  Pinks  smell  sweet. 

The  man  looks  old.  Leaves'' turn  brown.'  He  remained  leader. 

Birds  appear  happy.  Ice  feels  cold. 

From  the  following  sentences  select  the  predicate  nouns  and  predi- 
cate adjectives: 

1.  Second  thoughts  are  best.  4.  Habit  is  second  nature. 

2.  Order  is  Heaven's  first  law.  5.  I  am  thy  father's  spirit. 

3.  All  work  is  noble.  6.  The  virtuous  are  happy. 

Use  the  following  words  as  complements  of  the  verbs  is,  are,  were, 
am,  was.  Indicate  which  are  predicate  nouns  and  which  predicate 
adjectives: 


magnificent 

honorable 

squalid 

senator 

artist 

interesting 

rubicund 

famous 

capital 

here 

president 

honest 

harsh 

ripe 

peach 

HE  VISED  ENGLISH  GRAMMAR.  43 

LESSON   42. 

Kinds  of  Complements. 

OBJECTS. 

1.  The  buttercup  catches  the  sun  in  its  chalice.— iowezz. 

2.  The  warrior  bowed  his  crested  head.— if emans. 

3.  I  saw  him  once  before.— iToZmes. 

What  is  the  verb  in  the  first  sentence  ?  What  word  completes  the  asser- 
tion and  names  the  thing  that  receives  the  action  expressed  by  the  verb? 
What  part  of  speech  is  this  complement  ? 

In  the  second  sentence,  what  word  completes  the  assertion  by  naming  the 
thing  that  receives  the  action  expressed  by  the  verb  ?  What  part  of  speech  is 
this  complement? 

In  the  third  sentence,  what  word  names  the  person  that  receives  the  action 
expressed  by  the  verb?    What  part  of  speech  is  this  complement? 

Nouns  or  pronouns  used  as  complements  of  the  verb,  and  naming 
the  person  or  thing  that  receives  the  action,  are  called  Objects. 

In  the  following  sentences^  select  the  verb  and  the  object: 

1.  The  village  master  taught  his  little  school. 

2.  Little  strokes  fell  great  oaks. 

3.  Constant  dropping  wears  away  stones. 

4.  I  met  a  little  cottage  girl. 

5.  I  bring  fresh  showers  for  the  thirsting  flowers. 

6.  Then  Evangeline  lighted  the  brazen  lamp  on  the  table. 


LESSON  43. 

Copy  the  following  sentences,  and  indicate  whether  the  comple- 
ments are  objects,  predicate  adjectives,  or  predicate  nouns: 

Model :  All  men  are /r«e.     {predicate  adjective.) 

1.  I  was  a  viking  old.— Longfellow. 

2.  Bread  is  the  staff  of  life.— Swift. 

3.  John  Gilpin  was  a  citizen.—  Cowper. 

4.  It  was  a  friar  of  orders  gray.—  Thomas  Percy. 


44 


CALIFORNIA   SERIES. 


9. 
10. 
11. 
12. 
13. 
14. 
15. 
16. 
17. 
18. 
19. 
20. 
lions. 
21. 
22. 


On  the  Grampian  Hills  my  father  feeds  hi^floc'ks.—  John  Home. 

Man  became  a  living  soul.— Bible. 

The  proper  study  of  mankind  is  man.— Pope. 

They  fought  the  dogs  and  killed  the  cats 

And  bit  the  babies  in  their  cradles.— i2.  Browning. 
Diligence  is  the  mother  of  good  luck.— Poor  Richard. 
I  heard  the  trailing  garments  of  the  night. — Longfellow. 
I  met  a  traveler  from  an  antique  Ismd.— Shelley. 
Ye  outwardly  appear  righteous.— Bible. 
His  hair  is  crisp  and  black  and  long.— Longfellow. 
A  soft  answer  turneth  away  wrath.— Proverbs. 
An  honest  man 's  the  noblest  worJc  of  God.— Pope. 
Procrastination  is  the  thief  of  time.— Fowngr. 
All  looks  yellow  to  the  jaundiced  eye.— Po^^e. 
The  love  of  money  is  the  root  of  all  eyil.— Bible. 
Speech  is  silvern,  silence  is  golden.— Proverb. 
They  were  swifter  than   eagles,  they  were  stronger  than 

-Bible. 

Facts  are  stubborn  things.— Smollett 
It  is  /;  be  not  afraid.— Bible. 


LESSON  44. 

From  the  lists  below 

build  sentences, 

selecting  suitable  subjects, 

verbs,  and  complements. 

Add  as  many  other  words  as  may  be  neces- 

sary  to  make  interesting 

sentences: 

Subjects. 

Verbs. 

Complements. 

Washington  Irving 

commanded 

Mississippi  Valley 

Thomas  Jefferson 

assassinated 

Rip  Van  Winkle 

Benedict  Arnold 

discovered 

New  England 

Sappho 

was 

brave 

Chinese 

was 

queen 

Lady  Jane  Grey 

betrayed 

indestructible 

Edison 

are 

poetess 

Puritans 

wrote 

Declaration 

REVISED  ENGLISH  GRAMMAR. 


45 


Subjects. 

Verbs. 

Complements. 

Romans 

seem 

country 

General  Grant 

explored 

Lincoln 

De  Soto 

were 

artistic 

Alexander 

were 

progressive 

Greeks 

drafted 

invincible 

Booth 

are 

army 

Americans 

is 

gold 

Pyramids 

seemed 

California 

Marshall 

visited 

imitative 

Fremont 

settled 

inventor 

LESSON  45. 

REPRODUCTION  OF  MENTAL  PICTURES. 

The  dew  was  falling  fast,  the  stars  began  to  blink; 

I  heard  a  voice,  it  said,  '^ Drink,  pretty  creature,  drink!" 

And  looking  o'er  the  hedge,  before  me  I  espied 

A  snow-white  mountain  lamb  with  a  maiden  at  its  side. 

From  '^The  Pet  Lamb."  —  Wordsworth. 

Does  this  stanza  describe  a  scene  in  the  city  or  country?  What  words 
suggest  the  time  of  day  ?  How  many  persons  are  indicated  in  the  stanza  ? 
How  do  you  imagine  each  one  to  look?  What  do  you  imagine  each  one  to 
be  doing?  In  what  country  do  you  think  this  scene  is  laid?  Why  do  you 
think  so  ?  From  your  knowledge  of  the  country,  what  things  not  mentioned 
in  the  stanza  do  you  imagine  might  be  seen  by  the  person  who  is  speaking  ? 

Write,  in  your  own  words,  a  description  of  the  picture  suggested  by  this 
stanza.  When  you  have  done  this,  find,  if  accessible,  the  whole  poem,  and 
see  whether  it  agrees  with  what  you  have  imagined. 


LESSON  46. 


The  breaking  waves  dashed  high 
On  a  stern  and  rock -bound  coast, 

And  the  woods  against  a  stormy  sky 
Their  giant  branches  tossed- 


46  CALIFORNIA  SERIES. 

And  the  heavy  night  hung  dark 

The  hills  and  waters  o'er, 
When  a  band  of  exiles  moored  their  bark 

On  the  wild  New  England  shore. 

From  "  The  Landing  of  the  Pilgrims."  —Mrs.  Hemans. 

Describe  the  mental  picture  suggested  by  these  stanzas  as  to  appearance 
of  the  sky ;  appearance  of  the  coast  and  trees ;  appearance  of  the  sea ;  season 
of  the  year ;  time  of  day ;  ship ;  people  —  how  they  look  and  what  they  are 
doing. 

The  pines  were  dark  on  Ramoth  hill, 

Their  song  was  soft  and  low; 
The  blossoms  in  the  sweet  May  wind 
Were  falling  like  the  snow. 

The  blossoms  drifted  at  our  feet, 

The  orchard  birds  sang  clear; 
The  sweetest  and  the  saddest  day 

It  seemed  of  all  the  year. 

From  '^My  Playmate."—  Whittier. 

Describe  the  picture  that  may  be  painted  from  a  study  of  these  stanzas. 
To  do  this,  consider  the  time  of  year;  the  sort  of  place;  the  kinds  of  trees; 
the  wind ;  the  flowers ;  the  sounds. 

If  the  whole  poem  is  accessible,  read  it,  and  add  to  your  description  what- 
ever the  remainder  of  the  poem  suggests. 


LESSON  47. 
NOUNS. AND  PRONOUNS  AS  MODIFIERS. 

1.  Many  a  hound  obeyed  Llewellyn's  horn. 

2.  How  dear  to  my  heart  are  the  scenes  of  my  child- 
hood. 

What  word  in  the  first  sentence  indicates  the  owner  or  possessor?  What 
part  of  speech  is  it  ?  What  noun  does  it  modify  ?  What  mark  and  what  letter 
are  added  to  Llewellyn  to  denote  possession  ? 

In  the  second  sentence,  what  two  words  denote  ownership?  What  part 
Qf  speech  are  the^  ?    What  nouns  do  they  modify  ? 


REVISED  ENGLISH  GRAMMAR.  47 

A  noun  or  pronoun  used  to  denote  ownership  or  possession  is  called 
a  Possessive  Modifier, 

The  apostrophe  and  5  ('s)  are  added  to  a  noun  to  denote  possession. 


1.  Silas  Marner,  the  weaver,  at  last  turned  toward 
the  fire. 

2.  It  is  I,  Hamlet. 

What  person  is  spoken  of  in  the  first  sentence?  What  noun  is  placed 
after  the  subject  to  describe  Silas  Marner  ?  By  what  mark  is  it  separated 
from  the  rest  of  the  sentence  ? 

What  is  the  complement  in  the  second  sentence  ?  What  noun  is  placed 
after  the  complement  to  show  more  clearly  who  is  meant  ?  By  what  mark  is 
it  separated  from  the  rest  of  the  sentence  ? 

A  noun  or  pronoun  placed  after  another  noun  or  pronoun  to 
describe  or  explain  the  first,  is  called  an  Appositive,*  or,  sometimes , 
an  Appositive  Modifier. 

When  it  does  not  combine  closely  with  the  modified  noun,  the  appositive, 
with  its  modifiers,  is  set  off  by  commas. 


LESSON  48. 


Select,  from   the  following  sentences,  possessive  and  appositive 
modifiers,  and  tell  what  they  modify: 

1.  Caleb,  the  son  of  the  Viceroy  of  Egypt,  entered  every  daj'- 
early  and  retired  late.—  Dr.  Johnson. 

2.  Omar,  the  son  of  Hassan,  had  passed  seventy -five  years  in 
honor  and  prosperity.—  Dr.  Johnson. 

3.  Prayer  is  the  soul's  sincere  desire, 

Uttered  or  unexpressed.— ifow«flromeri/. 

4.  They  sought  a  faith's  pure  shrine.— Hemans. 

5.  A  sweeter  woman  ne'er  drew  breath 

Than  my  son's  wife,  ^lizsibeih.— Jean  Ingelow. 

*  Appositive  means  placed  by  the  side  of. 


48  CALIFORNIA   SERIES. 

6.  A  boy's  will  is  tlie  wind's  will.— Longfellow. 

7.  Lord  Roland  brought  a  lily  -  white  doe 
To  give  his  cousin,  Lady  Clare.—  Tennyson. 

8.  Gunpowder,  the  black  steed,  passed  by  like  a  whirlwind. 

—  Irving. 

9.  My  country  't  is  of  thee. 
Sweet  land  of  liberty, 

Of  thee  I  sing.— >s.  F.  Smith. 

10.  We,  the  people  of  the  United  States,  do  ordain  and  establish 
this  constitution. 

11.  And  through  the  dark  arch  a  charger  sprang, 
Bearing  Sir  Launfal,  the  maiden  knight.— Lowell 

12.  Where  breathes  the  foe  but  falls  before  us. 
With  Freedom's  soil  beneath  our  feet 

And  Freedom's  banner  streaming  o'er  us.— Drake. 

13.  In  life's  small  things  be  resolute  and  gresit.- Lowell 

14.  By  Nebo's  lonely  mountain,  on  this  side  Jordan's  wave, 
In  a  vale  in  the  land  of  Moab,  there  stands  a  lonely  grave. 

—  Alexander. 


LESSON  49. 

Write  sentences  containing  the  following  used  as  possessive  modi- 
fiers: 

meadow -lark  friend  poet  blacksmith         emperor 

professor  lady  fox  Hawthorne         children 

Compose   sentences   containing   the  following   nouns   used   with 
appositive  nouns.     Look  carefully  to  punctuation: 


Robinson  Crusoe 

Longfellow 

Fremont 

Homer 

Jennie  Wren 

Excalibur 

Harvard 

Shasta 

Golden  Gate 

Hiawatha 

Victoria 

Venice 

Sacramento 

Yosemite 

Pegasus 

iEsop 

Mt.  Everest 

Sequoias 

Edison 

Nile 

REVISED  ENGLISH  GRAMMAR.  49 

Select  the  appositive  in  each  of  the  following  sentences  from  Words- 
worth.    Copy  the  sentences,  and  punctuate  them  correctly : 

1.  'T  was  one  well  known  to  him  in  former  days, 
A  shepherd  lad. 

2.  She  dwelt  on  a  wide  moor, 
The  sweetest  thing  that  ever  grew 

Beside  a  human  door. 

3.  She  dwelt  among  the  untrodden  ways 

Beside  the  springs  of  Dove; 
A  maid  whom  there  were  none  to  praise 
And  very  few  to  love. 

4.  My  child !  they  gave  thee  to  another, 
A  woman  who  was  not  thy  mother. 


LESSON  50. 

ADVERBS. 

The  Ugly  Duckling. — Part  VII. 

Soon  a  peasant  passed  slowly  by  and  saw  the  poor  ice- 
bound creature.  He  quickly  broke  the  ice  with  his 
wooden  shoe,  carefully  lifted  the  little  duckling,  and 
then  carried  him  tenderly  home.  * 

The  warmth  very  soon  revived  the  seemingly  lifeless 
duckling.  The  peasant's  children  now  wanted  to  play 
with  him,  but  the  duckling  feared  they  might  do  him 
some  harm,  and  flew  excitedly  up  and  down,  here  and 
there,  trying  to  get  away.  Finally  he  fluttered  into  a 
milkpan  and  splashed  the  milk  about  the  room. 

Then  the  peasant's  wife  clapped  her  hands  loudly, 
which  frightened  him  still  more.  He  flew  into  the  butter 
cask,  then  into  the  meal  tub,  and  out  again.    The  woman 


50  CALIFORNIA  SERIES. 

screamed,  and  the  children  laughed  and  tumbled  over 
one  another  in  their  efforts  to  catch  him. 

It  happened  that  the  door  stood  open ;  and  the  almost 
exhausted  creature  could  just  manage  to  slip  out  among 
the  bushes  and  lie  down  in  the  snow. 

Par.  1.  What  is  the  subject  of  the  first  sentence?  What  is  the  first  verb ? 
What  word  tells  when  the  peasant  passed  ?  What  word  tells  how  he  passed? 
What  word  tells  where  he  passed  ?  In  the  second  sentence,  name  the  three 
verbs  that  tell  what  the  peasant  did.  What  word  modifies  the  first  verb  by 
telling  how  he  broke  the  ice?  How  did  he  lift  the  duckling?  How  did  he 
carry  it?    What  word  modifies  carry  by  telling  when? 

Words  like  these,  that  modify  verbs  by  showing  how,  when,  where, 
etc.,  are  called  Adverbs. 

Pak.  2.  In  the  first  sentence,  what  adverb  shows  when  the  duckling 
was  revived  ?  What  word  tells  how  soon  ?  What  part  of  speech  is  lifeless  f 
What  adverb  tells  how  lifeless  the  duckling  was  ? 

Very  and  seemingly  are  adverbs.  Adverbs  may  modify  adjec- 
tives and  adverbs  as  well  as  verbs. 

In  the  second  sentence,  what  adverb  tells  when  the  children  wanted  to 
play  with  him?  What  five  adverbs  tell  where  he  flew?  What  adverb  tells 
how  he  flew?    What  adverb  in  the  next  sentence ?    What  does  it  show? 

Par.  3.  Name  four  adverbs  in  the  first  sentence.  Tell  what  words  they 
modify  and  what  they  express.    Name  three  in  the  next  sentence. 

Par.  4.  What  word  is  modified  by  the  adverb  aZmosi  .^  By  the  adverb 
just  f    By  the  adverb  out  ?    By  the  adverb  down  ? 

Summary. — Adverbs  are  words  that  modify  verbs,  adjectives,  and  other 
adverbs. 

LESSON  51. 
Find  the  adverbs  in  the  following,  and  tell  what  they  modify: 

1.  She  took  up  the  flag  the  men  hauled  down.— Whittier. 

2.  Flow  gently,  sweet  Afton,  disturb  not  her  dresun..— Burns. 

3.  A  thousand  hearts  beat  happily.— %ron. 

4.  Slowly  and  sadly  we  laid  him  down— Wolfe. 


REVISED  ENGLISH  GRAMMAR. 


51 


5.  Merrily,  merrily,  shall  I  live  now, 

Under  the  blossom  that  hangs  on  the  hough..— Shakespeare. 

6.  Swiftly,  swiftly,  flew  the  ship, 

Yet  she  sailed  softly,  too.—  Coleridge. 

7.  He  rose  up  calmly,  and  composed  the  pall 
Firmly  and  decently— and  left  him  there, 

As  if  his  rest  had  been  a  breathing  oieeip.— Willis. 

8.  A  form  more  fair,  a  face  more  sweet. 
Ne'er  hath  it  been  my  lot  to  meet.— Whittier. 

9.  The   soft  moon   rose  up  slowly,  and  calmly  she  looked 

down.—  Norton. 

10.  The  door  in  the  mountain  -  side  shut  isist.— Browning. 

11.  He  prayeth  best  who  loveth  hest.^  Coleridge. 


LESSON  62. 


Build  sentences  containing  the  following  words  used  as  adverbs j 
and  tell  what  each  modifies: 

frequently          exceedingly  quietly  above  once 

yesterday           entirely  loudly  there  back 

afterward           seldom  scarcely  slowly  here 

somewhere          forever  almost  truly  thus 

forward               yonder  never  much  well 

faithfully            abroad  early  quite  very 


LESSON  63. 


From  the  following  lists  build  five  sentences.     Underline  the  adjec- 
tive and  doubly  underline  the  adverb  modifiers: 

Modifiers. 

the  Monterey 


Subjects. 

nightingale 
cypress 
warrior 
waves 


Verbs. 

is  contorted 

bellowed 

stepped 

dashed 

sings 


the  breaking 
the  English 
the  clumsy 
an  armed 


Modifiers. 

forward 
melodiously 
very  loudly 
strangely 
high 


52  CALIFORNIA   SERIES. 

Using  the  following  hare  subjects  and  predicates  as  foundations, 
build  six  sentences,  two  of  which  shall  contain  adverbs  modifying 
verbs;  two,  adverbs  modifying  adverbs;  two,  adverbs  modifying 
adjectives.     Use  any  other  words  that  seem  needed: 

rain  is  falling  summer  has  come  fire  burns 

lion  roars  fish  was  caught  ship  sails  * 

rivers  flow  nest  was  destroyed  winter  is  coming 


LESSON   54. 
Good  Usage  in  Adjectives  and  Adverbs. 

[See  direction,  Lesson  22.] 

Notice  that  the  adjective  is  used  to  express  condition  of  the  subject,  and 
the  adverb  to  describe  the  manner  of  the  action. 

The  rose  smells  sweet.  The  knife  looks  sharp. 

The  bird  sings  sweetly.  The  hunter  looks  sharply. 

The  girl  feels  bad.  The  city  looks  gay. 

The  boy  acts  badly.  The  bells  rang  gaily. 

The  work  seems  neat.  The  tone  sounds  harsh. 

The  woman  sews  neatly.  The  cricket  chirps  harshly. 


LESSON  55. 

ANALYSIS  OF  THE  SIMPLE*  SENTENCE. 

Model  :  The  fearless  Hiawatha  heeded  not  her  woman's  warning. 
Kind  of  sentence :  Declarative. 
Entire  subject:  The  fearless  Hiawatha. 
Bare  subject,  or  noun :  Hiawatha. 
Modifiers  of  subject :  1.  the.     2.  fearless. 
Entire  predicate :  Heeded  not  her  woman's  warning. 
Bare  predicate,  or  verb :  heeded. 
Object:  warning. 
Modifier  of  verb  :  not. 
Modifiers  of  object :  1.  her.     2.  woman's. 

A  simple  sentence  is  a  sentence  consisting  of  but  one  statement. 


REVISED  ENGLISH  GRAMMAR.  53 

Analyze  the  following  sentences  by  the  foregoing  model: 

1.  The  bees  have  hummed  their  noon -tide  lullaby. 

2.  A  little  body  often  harbors  a  great  soul. 

3.  Now  the  great  winds  shorewards  blow. 

4.  A  crooked  stick  will  have  a  crooked  shadow. 

5.  Now  came  still  evening  on. 

6.  Sweet  is  every  sound. 


LESSON  50. 
Analysis  Continued. 


Using  the  model  given  in  the  last  lesson,  analyze,  orally,  the  fol- 
lowing sentences : 

1.  Each  horseman  drew  his  battle  blade. 

2.  The  old  mayor  climbed  the  belfry  tower. 

3.  Act  well  your  part. 

4.  Who  planted  this  old  apple-tree? 
6.  How  beautiful  is  the  rain  ! 

6.  The  good  south  wind  still  blew  behind. 

7.  How  fast  the  flitting  figures  come  ! 

8.  Who  would  fill  a  coward's  grave? 

9.  Misfortunes  seldom  come  singly. 

10.  Then  Fancy  her  magical  pinions  spread  wide. 

11.  Dreams  can  not  picture  a  world  so  fair. 

12.  Thou  sayest  an  undisputed  thing. 

13.  Leave  thy  low -vaulted  past. 

14.  Am  I  my  brother's  keeper? 

15.  How  are  the  mighty  fallen  ! 

16.  You  should  have  heard  the  Hamelin  people. 

17.  A  single  star  lights  the  evening  air. 

18.  The  moon  floods  the  calm  fields. 

19.  The  bonny  bird  did  pour  his  full  heart  out. 

20.  You  never  heard  a  song  so  gay. 


54  CALIFORNIA   SERIES. 

LESSON  67. 
DEVELOPING  A  STORY. 
The  Sad  Little  Lass. 
"  Why  sit  you  here,  my  lass  ?"  said  he. 
"  I  came  to  see  the  king,"  said  she  : 
"  To  see  the  king  come  riding  by, 
While  all  the  eager  people  cry, 
'  God  bless  the  king,  and  long  live  he,' 
And  therefore  sit  I  here,"  said  she. 

"  Why  do  you  weep,  my  lass?"  said  he. 
''  I  weep  because  I  'm  sad,"  said  she : 
"  For  when  the  king  came  riding  by. 
And  all  the  people  raised  a  cry, 
I  was  so  small  I  could  not  see. 
And  therefore  do  I  weep,"  said  she. 

"  Then  weep  no  more,  my  lass,"  said  he. 

"  And  pray,  good  sir,  why  not?"  said  she. 

"  Lift  up  your  eyes  of  bonnie  blue, 
And  look  and  look  me  through  and  through, 
Nor  say  the  king  you  could  not  see : 
I  am  the  king,  my  lass,"  said  he. 

—  Margaret  Johnson. 

Read  this  poem  thoughtfully.  Who  are  the  speakers?  What  questions 
did  the  king  ask  the  little  girl,  and  what  did  she  reply  ?  How  did  the  king 
comfort  her? 

Think  of  the  little  girl ;  how  she  set  out  alone  to  see  the  king ;  how  happy 
and  eager  she  was  as  she  hurried  along. 

Think  of  the  coming  of  the  king ;  his  appearance ;  his  attendants ;  the 
jostling  and  cheering  of  the  people  and  the  crowding  back  of  the  little  girl. 

Think  how  the  little  girl  felt  when  the  king  had  gone  by  and  the  crowd 
had  scattered,  and  she  was  left  alone,  tired  and  disappointed.    Think  what 


HE  VISED  ENGLISH  GRAMMA  H.  55 

may  have  brought  the  king  back  and  how  he  chanced  to  see  the  httle  girl. 
Think  of  her  feeUngs  when  the  king  told  her  who  he  was  and  she  looked  up 
into  his  face. 

Are  all  these  things  told  in  the  poem,  or  are  they  merely  suggested? 

Write,  in  your  own  language,  the  story  suggested  by  this  poem,  adding  any 
statements  you  wish. 

Be  careful  to  bring  out  all  the  important  points,  but  do  not  spend  too  much 
time  on  any  one  point,  to  the  neglect  of  others. 


LESSON   68. 
PHRASES.  ?1Pnip5 

1.  The  wings  of  the  duchling  had  grown. 

2.  The  birds  in  the  garden  were  swimming. 

3.  Three  swans  came /rom  a  thicket. 

4.  The  duckling  flew  toward  tlie  magnificent  birds. 

In  the  first  sentence,  what  is  the  subject?  What  group  of  words  is  used  as 
an  adjective  to  modify  wings  f  What  is  the  subject  of  the  second  sentence  ? 
What  group  of  words,  having  neither  subject  nor  predicate,  is  used  as  an 
adjective  to  modify  birds  f  What  is  the  verb  of  the  third  sentence  ?  What 
group  of  words  is  used  as  an  adverb  to  modify  came  f  What  group  of  words 
in  the  fourth  sentence  is  used  as  an  adverb  to  modify  flew  f 

A  group  of  words  used  as  a  single  part  of  speech  {and  having 
neither  subpct  nor  predicate)  is  called  a  Phrase.* 

A  phrase  takes  its  particular  name  from  the  part  of  speech  for 
which  it  is  used.  Phrases  used  as  adjectives  or  adverbs  are  called 
Adjective  Phrases  or  Adverb  Phrases.  (For  Verb -Phrases,  see 
page  29.) 

In  the  following  groups  of  words,  change  the  italicized  adjectives 
and  adverbs  to  equivalent  phrases: 

Model  :  wealthy  people  ( people  of  wealth). 

my  country  home  stand  here  interesting  facts 

silver  vases  sing  joyfully  industrious  children 

*  In  common  speech  a  phrase  is  any  brief  expression  less  than  a  sentence. 


56 


CALIFORNIA   SERIES. 


ambitious  boys  my  father's  estate 

English  travelers  truthful  men 

morning  exercises  patriotic  citizens 

Change  the  following  phrases  to  equivalent 

in  haste  with  courage 

in  all  places  with  gentleness 

of  no  value  of  many  colors 

of  royalty  with  certainty 

with  joy  for  that  reason 


travel  westward 
point  yonder 
study  carefully 

adjectives  or  adverbs. 

of  brass 

in  that  place 

in  a  loud  manner 

at  this  time 

from  that  place 


LESSON  69. 


Build  sentences  employing  the  following  as  phrases.     Let  ten  be 
adjective  phrases  and  eleven  adverb  phrases: 

to  the  mountains         under  the  ground 
between  the  graves 
with  danger 
over  the  hills 
beyond  the  seas 
with  courage 
from  the  beginning 


for  pleasure 
by  the  roadside 
in  the  valley 
across  the  road 
above  the  trees 
beside  the  stream 


among  the  flowers 
after  nightfall 
before  sunrise 
like  soldiers 
except  the  youngest 
until  death 
without  malice 


LESSON  60. 
Copy  these  sentences,  supplying  adjective  phrases: 

1.  The  capital is  situated  on  the  Tiber. 

2.  The  city was  destroyed  by  an  earthquake. 

3.  The  people first  settled  California. 

4.  Thomas  Jefferson was  elected  President  of  the  United 

States. 

5.  Captain     John     Smith    was    saved     by     Pocohontas,    the 
daughter . 

6.  The  summit is  covered  by  a  great  depth . 


7.  The  story 


was  written  by  Shakespeare. 


REVISED  ENGLISH  GRAMMAR.  57 

8.  The  messenger was  Mercury,  the  son . 

9.  The  battle was  won  by  Americans. 

10.  The  Legislature meets  in  Sacramento. 

Copy  these  sentences ,  supplying  adverb  phrases: 

1.  The  gorilla  lives . 


2.  The  great  London  bridge  is  built . 

3.  The  home  of  Alfred  Tennyson  was 

4.  Napoleon  died . 

5.  The  Congress  of  the  United  States  meets 

6.  The  Columbian  Exposition  was  held 

7.  A  trip  around  the  world  can  be  made  — 

8.  The  American  colonies  fought . 

9.  The  pyramids  still  stand . 


LESSON  61. 

PREPOSITIONS. 

The  Ugly  Duckling.  —  Part  VIII. 

After  the  long,  hard  winter,  the  little  duckling  found 
himself  lying  in  a  moor.  The  sun  now  shone  brightly, 
and  the  young  bird  felt  that  his  wings  were  strong.  He 
flapped  them  against  his  sides  and  rose  lightly  in  the  air. 
They  bore  him  toward  a  large  garden.  The  blossoming 
apple-trees  and  the  fragrant  elders  bent  their  long,  green 
branches  ahove  a  'pleasant  stream. 

From  a  thicket  of  elders  close  by,  came  three  swans  with 
snowy  plumage.  They  rustled  their  feathers  and  swam 
gracefully  away  on  the  water. 

I  will  fly  to  these  royal  birds,  said  the  duckling.  They 
will  kill  me  because  I,  poor  ugly  creature,  dare  to 
approach  them.    But  it  is  better  to  be  killed  by  tliem  than 

5-G 


58  CALIFORNIA   SERIES. 

bitten  by  the  ducks  and  pecked  by  the  hens,  or  to  suffer 
starvation  in  the  cold  winter.  So  he  flew  into  the  water 
and  swam  toward  the  magnificent  swans.  Instantly  they 
rushed  to  meet  him  with  out -spread  wings. 

"  Kill  me,"  said  the  poor  duckling,  and  he  bent  his  head 
and  awaited  death. 


1.  The  egg  was  lying         m  the  nest. 

2.  The  egg  was  lying         by  the  nest. 

3.  The  egg  was  lying         near  the  nest. 

What  phrase  in  the  first  sentence  ?  What  word  in  the  phrase  connects  the 
noun  nest  with  was  lying  by  showing  a  relation  of  place  ? 

Give  the  phrase  in  the  second  sentence.  What  word  in  this  phrase  con- 
nects the  noun  nest  with  was  lying  f  What  sort  of  relation  is  shown  by  the 
preposition  ? 

Give  the  phrase  in  the  third  sentence.  What  word  in  this  phrase  con- 
nects the  noun  nest  with  was  lying  ?  What  sort  of  relation  is  shown  by  the 
preposition  ? 

The  word  in  a  phrase,  which,  like  in,  by,  and  near,  connects  the 
noun  or  pronoun  with  some  other  word  in  the  sentence  by  showing 
relation,  is  called  a  Preposition. 


1.  The  duckling  flew         ax^ross  the  room. 

2.  The  duckling  flew         about  the  room. 

3.  The  duckling  flew         from  the  room. 

In  the  above  sentences,  what  phrases  modify  the  verb  flewf  What 
preposition  introduces  each  ? 

What  noun  in  each  phrase  is  connected  by  the  preposition  to  the  verhflew  f 

The  noun  or  pronoun  in  a  phrase  which  is  connected  by  the  prepo- 
sition with  some  other  word  in  the  sentence,  is  called  the  Object  of  the 
preposition. 


REVISED  ENGLISH  GRAMMAR.  69 

Summary. — A  Preposition  is  a  word  that  introduces  a  phrase  and  connects 
its  object  with  some  other  word  in  the  sentence  hy  showing  relation. 

In  the  italicized  phrases  in  Part  VIII.  of  The  Ugly  Duckling^ 
select  the  prepositions  and  their  objects,  and  tell  with  what  words  the 
prepositions  connect  their  objects. 


LESSON  62. 
Copy  the  following  sentences,  and  supply  suitable  prepositions: 

1.  Now  there  is Jerusalem,  the  sheep -market, 

a  pool. 

2.  The  quail  has  hardly  ceased  piping the  corn,  when 

winter the  folds  of  trailing  clouds  sows  broadcast 

the  land  snow,  icicles,  and  rattling  hail. 

3.  A  gush  smoke  came  a  chimney the 

rear the  edifice. 

4.  The  rays the  evening  sun  came  solemnly the 

painted  windows his  head,  and  fell gorgeous  colors 

the  opposite  wall. 

5.  General  Washington  set  out  Philadelphia 

Boston horseback the  21st June. 

6.  —  the  crossbeam the  old  south  bell, 

The  nest a  pigeon  is  builded  well, 

summer  and  winter  that  bird  is  there, 

Out  and  in the  morning  air. 

7.  Merrily  swinging brier  and  weed 

Near the  nest his  little  dame, 

the  mountain  side  or  mead, 

Robert Lincoln  is  telling  his  name. 

8.  I  chatter stony  ways, 

little  sharps  and  trebles; 

I  bubble eddying  bays, 

I  babble the  pebbles. 

9.  The  sun  has  gone  down a  golden  glow. 


60  CALIFORNIA   SERIES. 

LESSON  63. 
STUDY  OF  A  SELECTION. 
To  A  Water -Fowl. 
Whither,  'midst  falling  dew. 
While  glow  the  heavens  with  the  last  steps  of  day, 
Far  through  their  rosy  depths  dost  thou  pursue 
Thy  solitary  way  ? 

Yainly  the  fowler's  eye 
Might  mark  thy  distant  flight  to  do  thee  wrong. 
As,  darkly  painted  on  the  crimson  sky. 

Thy  figure  floats  along. 

Seek'st  thou  the  plashy  brink 
Of  weedy  lake,  or  marge  of  river  wide, 
Or  where  the  rocking  billows  rise  and  sink 

On  the  chafed  ocean  side  ? 

All  day  thy  wings  have  fanned. 
At  that  far  height,  the  cold,  thin  atmosphere. 
Yet  stoop  not,  weary,  to  the  welcome  land, 

Though  the  dark  night  is  near. 

And  soon  that  toil  shall  end ; 
Soon  shalt  thou  find  a  summer  home,  and  rest. 
And  scream  among  they  fellows;  reeds  shall  bend, 

Soon^  o'er  thy  sheltered  nest. 

He  who,  from  zone  to  zone. 
Guides  through  the  boundless  sky  thy  certain  flight, 
In  the  long  way  that  I  must  tread  alone 

Will  lead  my  steps  aright.     _  w^m^^  cuiien  Bryant. 


REVISED  ENGLISH  GRAMMAR.  61 

Read,  thoughtfully,  the  goem  To  a  Water -Fowl. 

{Consult  the  dictionary  if  you  find  words  you  do  not  understand.) 

Give  briefly,  in  your  own  words,  the  question  asked  in  the  first  stanza ;  in 
the  third  stanza.  What  destination  is  described  in  the  fifth  stanza?  To 
whom  does  the  word  He,  in  the  last  stanza,  refer?  How  does  the  poet 
apply  the  lesson  learned  from  God's  care  of  the  birds  to  his  own  life  ? 

What  three  expressions  in  the  first  two  stanzas  suggest  the  color  of  the 
sky?  What  expressions  in  the  poem  suggest  the  time  of  day?  Find  several 
expressions  that  suggest  the  great  height  at  which  the  bird  is  flying.  What 
words  give  an  idea  of  the  motion  of  the  water -fowl?  Of  the  length  of  its 
journey?  What  is  meant  hy  plashy  brink ;  marge  of  river ;  rocking  billows  ; 
chafed  ocean  side  f 

Describe  a  picture  that  might  be  painted  to  illustrate  the  first  stanza. 
What  might  be  added  to  it  to  illustrate  the  second  stanza  ? 

Describe  three  different  pictures  which  might  be  painted  to  illustrate  the 
third  stanza;  one  picture  to  illustrate  the  fifth. 

Memorize  and  write  the  last  stanza. 


LESSON  64. 

CONJUNCTIONS  AND  INTERJECTIONS. 

The  Ugly  Duckling. — Part  IX. 

Ah  !  what  did  he  see  in  the  clear  stream  below  ?  He 
saw  his  own  image,  hat  it  was  no  longer  the  image  of 
a  sooty -brown  bird,  ugly  to  look  upon.  It  was  that  of  a 
graceful  and  beautiful  swan.  The  other  swans  swam 
around  the  new-comer,  and,  as  a  welcome,  lovingly 
stroked  his  neck  with  their  bills. 

There  were  little  children  running  about  in  the  garden, 
and  they  threw  crumbs  into  the  water.  "  0  see !  there  is 
a  new  one,"  cried  the  youngest  child,  and  then  they  all 
ran  to  their  mother,  shouting,  "  Hurrah !  another  swan 
has  come,  a7id  he  is  the  most  beautiful  of  all ! " 


62  CALIFORNIA   SERIES. 

The  old  swans  were  also  deligh-ted  with  their  new 
companion  and  bowed  their  heads  before  him,  hut  he  felt 
quite  shy  a7id  hid  his  head  under  his  wing.  He  was  so 
happy  he  did  not  know  what  to  do  or  to  say,  yet  he  was 
not  proud  of  his  beauty  or  of  his  station.  He  had  been 
persecuted  and  despised  for  his  ugliness,  hut  now  he 
heard  them  say  he  was  the  most  beautiful  of  all  the 
birds.  He  rustled  his  feathers  and  curved  his  slender 
neck,  and  cried  joyfully  from  the  depths  of  his  heart, 
"0!  I  never  dreamed  of  happiness  like  this." 

Being  born  in  a  farm -yard  matters  little  if  one  is 
hatched  from  a  swan's  Qgg. 

—  Adapted  and  abridged  from  Hans  Christian  Andersen. 


1.  Little  children  were  running  about  the  garden  and 
they  threw  crumbs  to  the  swans. 

2.  He  was  not  proud  of  his  beauty  or  of  his  station. 

3.  They  persecuted  and  despised  him. 

4.  The  hens  and  the  ducks  pecked  him. 

What  two  statements*  are  joined  to  make  the  first  sentence?    What 
word  joins  them  ? 

Give  two  phrases  in  the  second  sentence.    What  word  joins  them  ? 
What  two  verbs  in  the  third  sentence  ?    By  what  word  are  they  joined  ? 
What  are  the  subjects  of  the  fourth  sentence,  and  by  what  are  they  joined? 

Words  used  to  join  clauses,  'phrases,  or  words,  are  called  Con- 
junctions. _____ 

1.  Ah !  what  did  he  see  in  the  clear  stream  ? 

2.  Hurrah  !  another  swan  has  come. 

3.  0 !  I  never  dreamed  of  happiness  lil^e  this. 

*  statements  joined  to  other  statements  to  make  a  sentence,  are  called  clauses. 


REVISED  ENGLISH:  GRAMMAR.  63 

What  words  in  the  last  three  sentences  indicate  strong  or  sudden  feeling  ? 
Are  they  necessary  to  the  sense  ? 

Words  that  indicate  strong  or  sudden  feeling  are  called  Inter- 
jections. 

Summary.  —  Conjunctions  are  words  used  to  join  clauses,  phrases,  or 
words. 

Interjections  are  words  used  to  indicate  strong  or  sudden  feeling. 
The  interjection  **  0  "  should  always  be  a  capital  letter. 

Tell  what  words,  phrases,  or  clauses  are  connected  by  conjunctions 
italicized  in  Part  IX.  of  The  Ugly  Duckling.  Point  out  the  interjec- 
tions in  the  same  lesson. 


LESSON  65. 

COMPOUND  SUBJECTS  AND  PREDICATES. 

1.  Two  or  more  subjects  connected  by  a  conjunction  form  a 
compound  subject;  as, 

Knowledge  and  wisdom,  far  from  being  one, 
Have  ofttimes  no  connection.— Cowper. 

2.  Two  or  more  predicates  connected  by  a  conjunction  form  a 
compound  predicate ;  as, 

Somewhere,  I  know,  on  the  unseen  shore. 

They  watch  and  beckon  and  wait  for  me.— Priest. 

In  the  same  way  complements  and  modifiers  may  become  compound. 

3.  When  three  or  more  words  or  groups  of  words  are  joined 
together  we  may  omit  all  the  conjunctions  but  the  last  and  sepa- 
rate the  parts  by  commas;  as, 

Actions,  looks,  and  words  form  the  alphabet  by  which  we  spell 

character.—  Lavater. 

The  Congress  shall  have  power  to  declare  war,  grant  letters  of 
marque  and  reprisal,  and  make  rules  concerning  captures  on  land 
and  water.—  Constitution  U.  S. 


64  CALIFORNIA   SERIES. 

Write  sentences^  using  the  following  groups  of  words  as  compound 
subjects,  predicates,  complements^  or  modifiers: 

1.  Ivanhoe,  Waverley,  Marmion,  Lady  of  the  Lake. 

2.  Cyclones,  blizzards,  earthquakes. 

3.  Chloroform,  ether,  cocaine. 

4.  Understood,  appreciated,  rewarded. 

5.  England,  Scotland,  Wales. 

6.  Attacked,  overwhelmed,  captured. 

7.  Long,  dark,  narrow. 

8.  Of  Mt.  Shasta,  of  Mt.  Whitney. 

9.  On  the  mountains,  on  the  foothills,  in  the  valleys. 

Copy  and  punctuate  the  following  sentence  : 

The  pyramids  of  Egypt  the  tomb  of  Mausoleus  the  hanging 
gardens  of  Babylon  the  Colossus  of  Rhodes  the  lighthouse  at 
Alexandria  the  temple  of  Diana  and  the  statue  of  Jupiter  at 
Olympia  were  the  seven  wonders  of  the  ancient  world. 

Write  and  punctuate  three  similar  sentences  that  shall  name: 

1.  Seven  wonderful  inventions  of  this  century. 

2.  Seven  remarkable  buildings. 

3.  Seven  wonderful  works  of  nature. 


LESSON  ee. 


Select  the  conjunctions  from  the  following  sentences,  and  tell 
whether  they  connect  words,  phrases,  or  clauses.  If  words,  tell  how 
they  are  used: 

1.  Blessed  are  the  merciful,  for  they  shall  obtain  mercj.— Bible. 

2.  The  calm,  gray  sky  of  early  dawn  was  flecked  and  barred 
with  golden  clouds.— ^ood. 

3.  Princes  and  lords  are  but  the  breath  of  kings.— Bums. 

4.  The  heroic  soul  does  not  sell  its  justice  and  its  noble- 
ness.— Emerson. 


REVISED  ENGLISH  GRAMMAR.  65 

5.  It  is  faith  in  something,  and  enthusiasm  for  something,  that 
makes  a  life  worth  looking  Sit.— Holmes. 

6.  He  spoke  of  the  grass  and  flowers  and  trees. 

Of  the  singing  birds  and  the  humming  bees.—  Whittier. 

7.  Is  life  so  dear,  or  peace  so  sweet,  as  to  be  purchased  at  the 
price  of  chains  and  slavery?— Pa«HcA;iI(?nrv. 

8.  Few  and  short  were  the  prayers  we  said, 

And  we  spoke  not  a  word  of  sorrow; 
But  we  steadfastly  gazed  on  the  face  of  the  dead, 
And  we  bitterly  thought  of  the  morrow.— TFoZ/e. 

Select  the  interjections  from  the  following : 

1.0!  young  Lochinvar  is  come  out  of  the  west.— &o«. 

2.  Alas  !  how  light  a  cause  may  move 
Dissension  between  hearts  that  love.— -Mbore. 

3.  Farewell!  Be  your  thoughts  better  or  more  holdi.— Shelley. 

4.  0  !  a  dainty  plant  is  the  ivy  gxeen.— Dickens. 

5.  But  oh  !  the  choice  what  heart  can  doubt.— JJfoore. 

6.  Hark!  the  herald  angels  sing.— TTesfei/.         • 

7.  List!  the  strain  floats  nearer  now.— >Sf/i«ZZe2/. 

8.  La!  You  could  make  an  excuse  if  you  had  but  a  mind. 

—  Edgeworth. 
The  following  are  conjunctions  in  common  use : 

therefore  because  unless  and  but 

for  nor  yet  or  if 

Write  sentences,  using  the  above  words  as  conjunctions. 


LESSON  67. 
Good  Usage  in  Conjunctions. 

[See  direction,  Lesson  22.] 

Do  as  I  do.  It  looks  as  if  it  would  rain. 

Do  as  he  does.  It  appears  as  if  it  would  rain. 

Do  as  she  does.  It  seems  as  if  it  would  rain. 


66  CALIFORNIA   SERIES. 

Here  are  pies  such  as  your  mother  makes. 
Here  are  doughnuts  such  as  your  mother  makes. 
Here  are  pickles  such  as  your  mother  makes. 

The  use  of  like  for  as,  as  if,  and  such  as,  is  a  very  common 
error,  and  should  be  carefully  corrected. 


LESSON  68. 

DEVELOPING  A  STORY. 
The  Ugly  Duckling. 

Tell  briefly  the  story  of  The  Ugly  Duckling.  Describe  the  mental  picture 
that' you  see  of  the  farmhouse  and  the  fields  around  it;  of  the  old  woman, 
the  cat,  and  the  hen ;  of  the  flight  of  the  wild  swans ;  of  the  peasant's  hut ; 
of  the  blossoming  garden. 

Why  did  not  the  great  egg  hatch  with  the  others  ?  How  did  the  fowls  in 
the  barnyard  treat  the  ugly  duckling?  Why?  What  should  we  learn  from 
this  as  to  our  treatment  of  strangers  ? 

How  do  you  imagine  the  ugly  duckling  felt  when  he  ran  away  into  the 
moor?  Where  did  lie  seek  shelter?  What  questions  did  the  cat  and  the 
hen  ask  him  ?  •  Did  they  mean  to  be  unkind?  Is  it  right  thus  to  judge  others 
by  what  we  can  do  ourselves  ? 

How  did  the  duckling  feel  toward  the  strange  birds  that  he  saw  by  the 
lake  ?  Why  ?  Why  did  he  run  away  from  the  peasant's  house  ?  Did  the 
children  intend  to  frighten  him  ? 

What  change  came  over  him  during  the  winter?  What  were  the  duck- 
ling's feelings  when  he  swam  toward  the  swans  in  the  garden  ?  How  did  he 
discover  that  he  was  beautiful?  How  was  he  welcomed  by  the  swans  and 
the  children?    How  did  he  receive  their  praise? 

Why  was  he  now  admired  and  loved?  Was  he  really  any  more  worthy 
than  when  he  was  persecuted  for  his  ugliness?  Had  his  trials  made  him 
less  gentle  and  forgiving  ? 

In  what  way  does  Hans  Andersen's  own  life  resemble  that  of  the  ugly 
duckling  ?  Did  Hans  Andersen  become  beautiful  in  appearance  ?  If  not,  in 
what  did  his  beauty  consist  ? 

Write  upon  one  of  the  following  topics.  Be  careful  to  divide 
properly  into  paragraphs,  and  to  use  correctly  quotation  marks  and 
other  marks  of  punctuation: 


REVISED  ENGLISH  GRAMMAR. 

1.  The  nest  and  the  hatching. 

2.  Visit  to  the  duck -pond  and  the  farm -yard. 

3.  The  old  woman,  the  cat,  and  the  hen. 

4.  The  beautiful  strangers. 
6.  The  peasant's  hut. 

6.  The  transformation. 


67 


LESSON  69. 

TABULAR  ANALYSIS. 

Model :  A  thing  of  beauty  is  a  joy  forever. — Keats. 


Subject. 

Predicate. 

Bare  Subject. 

Modifiers  of 
Subject. 

Verb. 

Complement. 

Modifier  of 
Verb. 

Modifier  of 
Complement. 

thing 

1.  a. 

2.  of  beauty. 

is 

joy 

forever 

a 

! 

Make  a  diagram  like  the  one  above,  and  tabulate  the  following 
sentences  according-  to  the  model: 

1.  Autumn  in  his  leafless  bowers 

Is  waiting  for  the  winter  snow.— WTiittier. 

2.  Our    school  -  houses     are    the    republican    line    of    fortifi- 
cation.— Garfield. 

3.  Every  hour  of  lost  time  is  a  chance   for   future   misfort- 
une.— Napoleon. 

4.  On  the  hearth  of  Farmer  Garvin  blazed  the  crackling  walnut 

log.— Whittier. 

5.  Fond  memory  brings  the  light  of  other  days  around  me.— Moore. 


68  CALIFORNIA   SERIES. 

LESSON  70. 
DEVELOPING  A  STORY. 
The  Departure  of  the  Swallows. 
The  raindrops  plash,  and  the  dead  leaves  fall, 

On  spire  and  cornice  and  mould ; 
The  swallows  gather,  and  twitter,  and  call, 
"  We  must  follow  the  summer,  come  one,  come  all. 
For  the  winter  is  now  so  cold." 

Just  listen  awhile  to  the  wordy  war, 

As  to  whither  the  way  shall  tend. 
Says  one,  "  I  know  the  skies  are  fair 
And  myriad  insects  float  in  air 

Where  the  ruins  of  Athens  stand. 

"  And  every  year  when  the  brown  leaves  fall. 

In  a  niche  of  the  Parthenon 
I  build  my  nest  on  the  corniced  wall. 
In  the  trough  of  a  devastating  ball 

From  the  Turk's  besieging  gun." 

Another  says,  '^  I  prefer  the  nave 

Of  the  temple  of  Baalbec ; 
There  my  little  ones  lie  while  the  palm-trees  wave. 
And,  perching  near  on  the  architrave, 

I  fill  each  open  beak." 

"  Ah  ! "  says  the  last,  "  I  build  my  nest 

Far  up  on  the  Nile's  green  shore. 
Where  Memnon  raises  its  stony  crest. 
And  faces  the  sun  as  he  leaves  his  rest. 

But  greets  him  with  song  no  more. 


REVISED  ENGLISH  GRAMMAR.  69 

"  In  his  ample  neck  is  a  niche  so  wide, 

And  withal  so  deep  and  free, 
A  thousand  swallows  their  nests  can  hide, 
And  a  thousand  little  ones  rear  beside  — 

Then  come  to  the  Nile  with  me." 

—  From  the  French  of  Theophile  Gautier. 

Thought  Study.  —  Read  this  poem  thoughtfully.  Answer  the  questions 
below  in  the  form  of  a  connected  story. 

(Consult  the  dictionary  for  the  meaning  of  any  word  you  do  not  understand.) 

Who  are  represented  as  talking  in  this  story?  What  are  they  talking 
about?  At  what  season  of  the  year  do  you  suppose  the  conversation  took 
place?  Why?  In  what  country  do  you  imagine  the  swallows  were  at  that 
time?    Why? 

Why  did  the  first  swallow  want  to  go  to  Athens  ?  In  what  ruined  temple 
did  she  build  her  nest  ?  Why  did  the  second  swallow  prefer  Baalbec  ?  Where 
is  this  temple?  Why  did  the  third  prefer  Egypt?  In  what  statue  did  this 
swallow  build? 


LESSON  71. 
The  Departure  of  the  Swallows. — Continued. 

Form  study.  — How  many  stanzas  in  this  selection?  How  many  lines  in 
each  stanza  ?  How  does  each  line  begin  ?  What  do  you  notice  about  the 
indentation  of  the  second  and  fifth  lines  ? 

How  are  the  speeches  of  the  swallows  set  off  from  the  rest  of  the  poem  ? 
Read  the  entire  speech  of  the  first  swallow.  Notice  where  the  quotation 
marks  are  placed  when  the  quotation  is  continued  to  a  new  stanza  or  para- 
graph. 

Read  the  quotation  in  the  fourth  stanza.  Through  how  many  stanzas 
.does  the  speech  of  the  last  swallow  extend  ?  In  the  fifth  stanza  what  break 
occurs  in  the  quotation  ?    How  is  this  indicated  ? 

Parts  of  Speech.  —  Stanza  1.  Find  eight  nouns,  eight  verbs,  and  one 
verb -phrase.  How  many  conjunctions  do  you  find?  What  two  adverbs  in 
the  last  line  ?    What  predicate  adjective  ? 

Stanza  2.  Find  six  verbs  and  one  verb -phrase,  and  give  the  subject  of 
each.  What  is  the  complement  of  the  verb  are  f  What  proper  noun  do  you 
find  in  this  stanza  ? 


70  CALIFORNIA   SERIES. 

Stanza  3.  Find  twelve  adjectives.  What  proper  noun  is  a  possessive 
modifier?  What  other  proper  noun  do  you  find?  What  three  phrases 
tell  where  the  nest  is  built?  What  phrase  describes  niche  f  What  phrase 
describes  trough  f    What  phrase  describes  hall  ? 

Stanza  4.  Find  seven  nouns.  Which  two  of  them  are  objects?  Name 
the  proper  noun.  Find  three  pronouns.  Give  three  phrases,  and  name 
the  preposition  in  each.    . 

Stanza  5.  Find  eight  nouns.  Which  four  are  objects  ?  Which  are  proper 
nouns?  Find  six  verbs,  four  adverbs,  six  pronouns.  Which  pronouns  are 
possessive  modifiers  ?  Which  are  subjects  ?  Which  is  an  object  ?  Name  the 
conjunctions  and  interjections. 

Stanza  6.    In  this  stanza,  tell  what  part  of  speech  each  word  is. 


LESSON  72. 
VERBALS. 

1.  Pegasus,  the  winged  horse,  loved  to  soar  swiftly 
through  the  heavens  like  a  great  bird. 

2.  Pegasus,  fearing  men,  very  seldom  came  to  earth. 

What  is  the  verb  in  the  first  sentence  ?  What  action  is  named  as  the 
object  of  loved  f  In  what,  then,  is  to  soar  like  a  noun?  By  what  adverb  is 
to  soar  modified?    In  what,  then,  is  it  like  a  verb? 

What  is  the  verb  in  the  second  sentence?  What  word  derived  from  the 
verb  fear  is  used,  not  to  assert  action  or  condition,  but  to  describe  Pegasus  f 
What  noun  is  the  object  of  fearing?  In  what,  then,  is  fearing  like  a  verb, 
and  in  what  is  it  like  an  adjective  ? 

Words  which,  like  to  soar  and  fearing  in  the  above  sentences, 
are  derived  from  verbs  and  share  their  nature^  but  are  used  as  nouns 
or  as  adjectives,  are  called  Verbals. 

Verbals,  like  verbs,  may  take  complements  and  modifiers. 

Select  the  verbals  in  the  following  groups  of  sentences,  and  tell 
whether  they  are  used  as  nouns  or  adjectives : 

1.  The  linnets  began  to  sing  merrily. 
The  linnets  began  singing  merrily. 
The  linnet,  singing  his  merry  song,  perched  near  my  window. 


REVISED  ENGLISH  GRAMMAR.  71 

2.  The  apple-trees  begin  to  blossom  in  spring. 
The  apple  -  trees  begin  blossoming  in  spring. 
The  apple-trees,  blossoming,  fill  the  air  with  fragrance. 

Select  the  verbals  in  the  following,  and  tell  whether  they  are  used  as 
nouns  or  adjectives.     Give  their  modifiers  and  complements,  if  any: 

1.  The  star  now  blazing  in  the  east  is  Sirius. 

2.  Joan  of  Arc  sought  to  free  France  from  the  enemy. 

3.  Columbus,  kneeling   on  the  shore  of  San  Salvador,  gave 
thanks  to  God. 

4.  Our  forefathers,  by  resisting  unjust  taxation,  brought  on  the 
Revolutionary  War. 

5.  William  Tell  dared  to  resist  the  tyrant  Gesler. 

6.  Mary,  Queen  of  Scots,  regretted  leaving  France. 

7.  Washington,  honored  by  his  countrymen,  died  at  Mt. Vernon. 


LESSON  73. 
Infinitives. 


1.  To  drink  at  the  fountain  of  Pirene  was  the  delight 
of  Pegasus. 

2.  Drinking  at  the  fountain  of  Pirene  was  the  delight 
of  Pegasus. 

3.  Pegasus,  in  coming  to  the  earth,  was  very  shy. 

4.  One  day  he  alighted  and  began  to  quaff  the  waters. 

5.  The  ambition  of  the  youth  Bellerophon  was  to 
capture  Pegasus. 

Is  there  any  diflference  in  the  thought  expressed  by  sentences  one  and 
two  ?  What  verbal  names  the  action  which  is  the  subject  of  the  first  sentence  ? 
What  verbal  names  the  action  which  is  the  subject  of  the  second  sentence  ? 
As  what  part  of  speech  is  each  of  these  verbals  used  ? 

Verbals  which,  like  to  drink  and  drinking  in  the  above  sentences j 
are  used  as  nouns,  are  called  Infinitives. 


72  CALIFORNIA   SERIES. 

How  is  the  infinitive  in  sentence  three  used  ?  How  is  the  infinitive  in 
sentence  four  used?    The  infinitive  in  sentence  five? 

An  infinitive,  like  a  noun,  may  be  used  as  the  subject  or  comple- 
ment of  a  verb  J  or  as  the  object  of  a  preposition. 

As  will  be  seen  by  observing  the  above  sentences,  there  are  two 
infinitive  forms. 

The  first  has  the  same  form  as  the  root*  of  the  verb,  and  is 
called  the  root -infinitive.  The  root  -  infinitive  usually  has  to  put 
before  it  as  its  sign;  as,  to  drink,  to  see,  to  go. 

The  second  form,  which  ends  in  ing,  is  called  the  infinitive  in 
ing;f  2i,^,  drinking,  coming. 

The  infinitive  in  ing  is  also  sometimes  called  the  Gerund. 


LESSON  74. 


Copy  the  following  sentences,  select  the  infinitives,  and  tell  whether 
they  are  used  as  subjects,  as  complements,  or  as  objects  of  preposi- 
tions : 

1.  Learn  to  labor  and  to  wait.— Longfellow. 

2.  With  a  restless  desire  of  seeing  different  countries  I  have 
always  resided  in  the  same  city.—  Dr.  Johnson. 

3.  "O  no,  no,"  said  the  little  fly,  "to  ask  me  is  in  vain."— fi'om'^. 

4.  True  ease  in  writing  comes  from  art,  not  chance.—  Pope. 

5.  We  were  crowded  in  the  cabin. 

Not  a  soul  would  dare  to  sleeip.— Fields. 

6.  In  riding  I  have  the  additional  pleasure  of  governing 
another's  will.—  Holmes. 

7.  At  daybreak  the  bugles  began  to  -pis, j.— Longfellow. 

8.  To  be  trusted  is  a  greater  compliment  than  to  be  loved  [is]. 

—  Macdonald. 

*The  simplest  form  of  the  verb  is  called  the  Root. 

t  There  is  sometimes  danger  of  confusing  pure  nouns  ending  in  ing  with 
the  infinitive  in  ing.  In  the  sentence  "  The  blossoming  of  California  wild  flowers 
begins  in  June,"  blossoming,  having  lost  its  verbal  nature,  is  used  simply  as  a 
name,  and  is,  therefore,  a  noun  and  not  an  infinitive. 


REVISED  ENGLISH  GRAMMAR.  73 

LESSON  75. 

Supply  infinitives  in  the  following  sentences,  and  tell  how  they 

are  used  : 

1.  Stanley's  purpose  in to  Africa  was Dr. 

Livingstone. 

2.  The    Puritans    hoped   •   religious   liberty   in 

America. 

3.  Many  lives  have  been  lost  in the  North  Pole. 

4. and are  the  chief  industries  of  California. 

5. a  flying  machine  is  the  ambition  of  many 

inventors. 

6.  One  of  the  delights  of  youth  should  be good  books. 

7.  — the  Pyramids  required  time  and  patience. 

8. Athens  the  most  beautiful  city  in  the  world 

was  the  desire  of  Pericles. 

Build  twelve  sentences,  using  four  of  the  following  infinitives  as 
subjects,  four  as  complements,  and  four  as  objects  of  prepositions  : 

traveling  tramping  to  learn  conquering 

to  read  to  study  to  write  to  assist 

singing  to  rain  to  sell  asking 


LESSON  76. 
Participles. 

1.  Bellerophon,  waiting  by  the  fountain,  saw  Pegasus 
descend. 

2.  Bellerophon,  delighted,  sprang  upon  the  back  of  the 
beautiful  steed. 

What  is  the  verb  in  the  first  sentence  ?     What  verbal  is  used  to  describe 
Bellerophonf    As  what  part  of  speech,  then,  is  waiting  used? 

What  is  the  verb  in  the  second  sentence  ?    What  verbal  is  used  to  describe 
Bellerophon  f    As  what  part  of  speech,  then,  is  delighted  used? 
6-a 


74  CALIFORNIA   SERIES. 

Verbals  which,  like  waiting  and  delighted  in  the  above  sentences, 
are  used  as  adjectives*  are  called  Participles. 

Participles  end  in  ing,  ed  (d  or  t),  and  en;  as,  singing,  delighted,  dared, 
lost,  forsaken. 

Infinitives  in  ing  must  not  be  taken  for  participles  ending  in  ing.  Parti- 
ciples always  have  the  use  of  adjectives,  and  are  never,  like  infinitives,  used 
as  subjects  or  objects  of  verbs,  or  as  objects  of  prepositions. 

Summary  of  Verbals. —Verbals  are  words  derived  from  verbs  and 
sharing  their  nature,  but  having  in  addition  the  use  of  a  noun  or  an  adjective. 
Infinitives  are  noun  verbals. 
Participles  are  adjective  verbals. 


LESSON  77. 


Select  the  participles  below,  and  give  the  complement  and  modifiers, 
if  any,  of  each  participle  : 

1.  I  saw  a  crow  perched  on  the  edge  of  the  nest.— Burroughs. 

2.  The  children  coming  home  from  school 

Look  in  at  the  open  door.— Longfellow. 

3.  Truth,  crushed  to  earth,  shall  rise  a.gsiin.— Bryant. 

4.  All  the  little  boys  and  girls, 
Tripping  and  skipping,  ran  merrily  after 

The  wonderful  music— Browning. 

5.  Ye  shall  find  the  babe  wrapped  in  swaddling  clothes,  lying 
in  a  manger.— ^t6Ze. 

6.  The  turban  folded  about  his  head 

Was  daintily  wrought  of  the  palm -leaf  hrsiid.—Whittier. 

7.  A  word  fitly  spoken  is  like  apples  of  gold  in  pictures  of 
silyer.—  Bible. 

8.  A  noble  deed  is  a  step  toward  God, 

Lifting  the  soul  from  a  common  clod.— Holland. 

*  There  is  a  usage  in  which  the  participle  form  parts  with  its  verbal  nature 
and  becomes  simply  an  adjective.  In  the  sentence  '^Blossoming  flowers  dot  the 
hills,"  blossoming  simply  tells  the  kind  of  flowers.  It  is,  therefore,  an  adjective 
and  not  a  participle. 


REVISED  ENGLISH  GRAMMAR.  75 

9.  A  traveler  by  the  faithful  hound, 
Half  buried  in  the  snow  was  found, 
Still  grasping  in  his  hand  of  ice 
A  banner  with  this  strange  device,  Ex.cehiov.— Longfellow. 

10.  Thou  shouldst  desire  to  die,  being  misevsible,— Shakespeare. 

11.  The  king  of  Naples,  being  an  enemy,  hearkens  my  brother's 

suit. —  Shakespeare. 

LESSON  78. 

Fill  the  blanlcs  in  the  following  sentences  with  participles  chosen 
from  the  list  below: 

shipwrecked  confined  chosen  searching 

banished  brought  sung  uniting 

invented  written  containing 

1.  Robinson  Crusoe, on   a   lonely   island,  longed   for 

companionship. 

2.  Seven  colors make  white  light. 

3.  The  telegraph,  — by  Morse,   connects   the    civilized 

nations  of  the  earth. 

4.  Cleopatra's  needle, from  Egypt,  stands  in  Central 

Park. 

6.  The  Alexandrian  Library,  many   ancient   manu- 
scripts, was  destroyed  by  fire  in  641. 

6.  The  name  of  the  Man  in  the  Iron  Mask, for  many 

years  in  the  prisons  of  France,  has  never  been  revealed. 

7.  Napoleon, to  St.  Helena,  died  in  exile. 

8.  Lady  Franklin, for  her  husband,  won  the  pity  of 

the  world. 

9.  George  Washington, first  President  of  the  United 

States,  died  in  1799. 

10.  The  Chambered  Nautilus, by  Oliver  Wendell  Holmes, 

is  considered  his  finest  poem. 

11.  The  Battle  Hymn  of  the  Republic, at  the  Northern 

campfires,  stirred  the  courage  of  the  soldiers. 


76  CALIFORNIA    SERIES. 

Build  sentences,  using  the  following  participles,  and  tell  what  each 
modifies: 

having  been  invited        laughing  attacked  drowned 

being  amused  having  gone  taken  thrown 

being  elected  singing  overjoyed  caught 


LESSON  79. 
Change  the  infinitives  in  ing  to  root  -  infinitives : 

1.  Exercising  in  the  open  air  is  beneficial. 

2.  Obeying  promptly  is  the  duty  of  every  soldier. 

3.  Traveling  is  one  means  of  education. 

4.  Doing  one's  best  is  all  that  is  necessary. 

5.  Giving  is  better  than  receiving. 

Change  the  root -infinitives  to  infinitives  in  ing: 

1.  To  serve  his  country  is  the  duty  of  a  citizen. 

2.  To  know  the  past  helps  us  to  understand  the  future. 

3.  To  use  slang  always  betrays  ill  -  breeding. 

4.  To  read  good  books  is  profitable. 

6.  To  live  honestly  is  possible  to  all. 


LESSON  80. 


Copy  the  following  sentences,  indicating  (a)  the  participles  and 
infinitives,  (b)  their  complements  and  modifiers: 

1.  Up  rose  old  Barbara  Frietchie  then, 

Bowed  with  her  four  -  score  years  and  ten.—  Whittier. 

2.  Something  attempted,  something  done, 

Has  earned  a  night's  reipose.—  Longfellow. 

3.  From  street  to  street  he  piped  advancing, 

And  step  for  step  they  followed  dsmcing.— Browning. 

4.  The  Czar  of  all  the  Russias,  pacing  slow,  followed  the  coffin. 

—  Agnes  McDonald. 


REVISED  ENGLISH  GRAMMAR.  77 

5.  I  love  to  hear  thine  earnest  yoice.— Holmes. 

6.  Cromwell,  I  did  not  think  to  shed  a  tear.— Shakespeare. 

7.  The  owner  of  it  blest  ever  shall  in  safety  rest— Shakespeare. 

8.  Announced  by  all  the  trumpets  of  the  sky, 

Arrives  the  snow.— Emerson. 

9.  The  schoolmaster  is  abroad  armed  with  his  primer. 

—  Brougham. 


LESSON   81. 

A  SUMMARY  OF  THE  PARTS  OF  SPEECH. 

What  is  meant  hj  parts  of  speech  f  How  many  parts  of  speech  are  there  ? 
Name  them.  What  two  parts  of  speech  comprise  all  names  and  words  that 
stand  for  names?    What  part  of  speech  asserts  something  of  the  subject? 

What  two  parts  of  speech  are  used  only  to  modify  other  words  ?  Which 
one  of  these  modifies  nouns  and  pronouns?  Which  one  modifies  verbs, 
adjectives,  and  adverbs  ? 

What  two  parts  of  speech  are  used  as  connecting  words?  Which  one  of 
these  connects  its  object  with  some  other  word  in  the  sentence  by  showing 
relation  ?    Which  one  simply  joins  the  parts  of  the  sentence  ? 

What  words  expressing  sudden  or  strong  feeling  only,  are  sometimes  found 
in  a  sentence  ? 

What  class  of  words  combines  the  uses  of  the  verb  and  the  noun,  or  of  the 
verb  and  the  adjective  ? 

Cofy  the  following  table  of  the  parts  of  speech  : 

1.  Nouns I 

2.  Pronouns      ....        \    ^'^'"i"^  ^°'"'i«- 

3.  Verbs  and  verb -phrases        Asserting  words. 

4.  Adjectives } 

5.  Adverbs S    Modifying  words. 

6.  Prepositions ) 

7.  Conjunctions  .     .     .     .     (    Connecting  words. 

8.  Interjections       ....      Unrelated  words. 

Verbals  are  a  class  of  words  intermediate  between  verbs,  on  the 
one  hand,  and  nouns  and  adjectives,  on  the  other. 


78  CALIFORNIA   SERIES. 

LESSON  82. 

In  the  following  poem  arrange  all  the  words  in  lists:  1.  Naming 
words;  2.  Asserting  words;  3.  Modifying  words ;  J/..  Connecting 
words. 

(Noun  verbals  may  be  placed  with  the  naming  words,  and  adjective  verbals 
with  the  modifying  words. ) 

Signs  of  Rain. 

1.  The  hollow  winds  begin  to  blow, 

2.  The  clouds  look  black,  the  glass  is  low. 

3.  The  soot  falls  down,  the  spaniels  sleep, 

4.  And  spiders  from  their  cobwebs  peep. 

5.  Last  night  the  sun  went  pale  to  bed, 

6.  The  moon  in  halos  hid  her  head. 

7.  The  walls  are  damp,  the  ditches  smell, 

8.  Closed  is  the  pink -eyed  pimpernel. 

9.  Hark,  how  the  chairs  and  table  crack  ! 

10.  Old  Betty's  nerves  are  on  the  rack. 

11.  Loud  quacks  the  duck,  the  peacocks  cry, 

12.  And  distant  hills  are  seeming  nigh. 

13.  How  restless  are  the  snorting  swine  ! 

14.  The  busy  flies  disturb  the  kine. 

15.  Low  o'er  the  grass  the  swallow  wings, 

16.  The  cricket,  too,  how  sharp  he  sings. 

17.  Puss  on  the  hearth,  with  velvet  paws, 

18.  Sits  wiping  o'er  her  whiskered  jaws. 

19.  Through  the  clear  streams  the  fishes  rise, 

20.  And  nimbly  catch  the  incautious  flies. 

21.  The  glow-worms,  numerous  and  light, 

22.  Illumed  the  dewy  dell  last  night. 

23.  At  dusk  the  squalid  toad  was  seen, 

24.  Hopping  and  crawling  o'er  the  green. 

25.  The  whirling  dust  the  wind  obeys, 

26.  And  in  the  rapid  eddy  plays. 


REVISED  ENGLISH  GRAMMAR.  79 

27.  The  frog  has  changed  his  yellow  vest, 

28.  And  in  a  russet  coat  is  dressed. 

29.  Though  June,  the  air  is  cold  and  still, 

30.  The  mellow  blackhird's  voice  is  shrill. 

31.  My  dog,  so  altered  in  his  taste, 

32.  Quits  mutton  -  bones  on  grass  to  feast. 

33.  'T  will  surely  rain  !     I  see  with  sorrow, 

34.  Our  jaunt  must  be  put  off  to-morrow. 


LESSON  83. 
BUSINESS  LETTERS. 


511  Larkin  St.,  San  Francisco,  Cal., 
Dec.  23,  1895. 
Messrs.  Perry  Mason  &  Co., 

201  Columbus  Ave.,  Boston,  Mass. 

Sirs : — Enclosed  is  a  money  -order  for 
one  dollar  and  seventy -five  cents  ($1.75),    for   which 
please  send  to  my  address  a  copy  of  "  The  Youth's  Com- 
panion" for  one  year,  beginning  with  January,  1896. 
Yours  respectfully, 

Walter  Bentley. 

Compare  the  business  letter  given  above  with  the  letter  on  page  20. 

Notice  that  in  business  letters  the  full  address  of  the  person  or  persons  to 
whom  you  are  writing  is  placed  before  the  salutation. 

If  the  letter  is  in  answer  to  one  received,  that  letter  should  be  referred  to 
and  its  date  given. 

Business  letters  should  be  short  and  to  the  point. 

Write  and  address  a  letter  ordering  one  of  the  following  period- 
icals :  St.  Nicholas,  Harper^s  Round  Table,  Scrihner^s  Magazine, 
The  Century  Magazine,  The  Overland  Monthly. 

Use  your  own  name  and  address  in  the  letter,  and  write  as  care- 
fully as  if  the  letter  were  to  be  sent. 


80  CALIFORNIA   SERIES. 

LESSON  84. 

Copy  the  following  letter.  Write  and  address  an  order  for  three 
books  you  would  like  to  own;  for  a  bicycle;  for  a  watch . 

Davisville,  Yolo  Co.,  Cal. 
Messrs.  Brown  &  Co., 

San  Francisco,  Cal. 

Gentlemen : 

Please  send  me,  with  bill,  by  mail, 
the  following  books : 

"Birds  and  Bees." — Burroughs,   (pap.) 
"The  Peasant  and  the  Prince." — Martineau.   (cl.) 
Yours  truly, 

Gardner  Pierce. 

The  abbreviations  in  parenthesis  refer  to  the  style  of  binding. 

A  Letter  op  Introduction. 

A  letter  of  introduction  may  have  the  same  general  form  as  the  letter  of 
friendship,  page  20.     The  body  may  be  as  follows : 

It  gives  me  pleasure  to  introduce  to  you  my  friend,  Hazel  King,  who  is 
visiting  your  city.  Any  kindness  you  may  extend  to  her  will  be  appreciated 
by  me. 

Formal  letters,  such  as  invitations  and  their  answers,  have  no  address  or 
salutation.     They  should  be  so  written  as  to  occupy  the  middle  of  the  page. 

Invitation. 
3fr.  and  Mrs.  Hall  request  the  pleasure  of  Mr.  Wright's  company  at  a  social 
gathering,  on  Tuesday  evening,  at  eight  o'clock. 
1210  Elm  Ave.,  Nov.  8. 

Accepting  the  Invitation. 
Mr.  Wright  accepts  with  much  pleasure  the  kind  invitation  of  Mr.  and  Mrs. 
Hall  to  be  present  at  their  residence  next  Tuesday  evening. 

Declining  the  Invitation. 
Mr.  Wright  presents  his  compliments  to  Mr.  and  Mrs.  Hall,  with  regrets 
that  it  will  be  impossible,  by  reason  of  a  previous  engagement,  to  accept  their 
kind  invitation  for  Tuesday  evening. 


REVISED  ENGLISH  GRAMMAR.  81 

LESSON  85. 
THE  COMPLEX  SENTENCE.  ^ 

1.  Pegasus,  who  had  yiever  before  felt  the  weight  of  man, 
darted  up  into  the  air. 

2.  His  frantic  struggles,  which  would  have  unseated  most 
riders,  did  not  dismay  the  brave  youth. 

3.  When,  at  last,  Pegasus  had  grown  weary,  his  fearless 
rider  slipped  a  bridle  over  his  head. 

4.  The  beautiful,  wild  creature  realized  that  he  was 
conquered. 

How  many  statements  do  you  find  in  the  first  sentence  ?  Read  the  state- 
ment you  think  the  most  important.  What  is  the  subject  of  this  statement? 
Wiiat  is  the  predicate  V  Read  the  statement  in  italics.  What  is  the  subject 
of  this  statement  ?    The  predicate  ? 

A  statement  which  is  joined  with  other  statements  to  make  a  larger 
statement,  or  sentence,  is  called  a  Clause. 

Reaji  the  first  sentence  again.  Which  clause  makes  a  complete  assertion? 
Which  clause  is  used  to  describe  Pegasus  ?  To  what  part  of  speech  is  this 
clause  equivalent? 

A  clause  which  makes  an  assertion  by  itself  is  called  an  Inde- 
pendent Clause;  as, 

Pegasus  darted  up  into  the  air. 

A  clause  which  enters  into  some  other  clause  as  a  single  part  of 
speech  is  called  a  Dependent  Clause ;  as, 

Who  had  never  before  felt  the  weight  of  man. 

A  sentence  composed  of  an  independent  clause  and  one  or  more 
dependent  clauses  is  called  a,  Complex  Sentence. 

Read  the  independent  clause  in  the  second  sentence.  Read  the  dependent 
clause.  What  noun  is  modified  by  the  dependent  clause?  To  what  part  of 
speech  is  this  clause  equivalent?  What  name,  then,  may  we  give  to  this 
clause  ? 


82  CALIFORNIA   SERIES. 

Read  the  dependent  and  the  independent  clause  in  the  third  sentence. 
What  verb  is  modified  by  the  dependent  clause  ?  To  what  part  of  speech 
is  this  clause  equivalent?    What  name,  then,  may  we  give  to  it? 

Read  the  dependent  and  the  independent  clause  in  the  fourth  sentence. 
Name  the  subject ;  the  verb.  What  clause  is  the  object  of  the  verb  realized  f 
What  part  of  speech,  then,  does  this  clause  stand  for?  What  may  we  name 
this  clause  ? 

A  dependent  clause  is  always  used  as  an  adjective,  an  adverb,  or 
a  noun,  and  is  named  from  its  use  in  the  sentence. 

The  dependent  clause  in  the  second  sentence  above  is  an  adjective  clause ; 
in  the  third  sentence  it  is  an  adverb  clause ;  in  the  fourth  sentence  it  is  a 
noun  or  substantive*  clause. 


LESSON  86. 

Answer  the  following  questions  in  regard  to  each  of  the  complex 
sentences  below :  Is  the  italicized  clause  dependent  or  independent  ? 
Why  f  Is  it  used  as  subject^  complement,  or  modifier?  Is  it  used 
as  an  adjective,  an  adverb,  or  a  noun? 

1.  Nature  never  did  betray  the  heart  that  loved  her.— Wordsworth. 

2.  Old  Kaspar  took  it  from  the  boy  ♦ 

Who  stood  expectant  by.—  Southey. 

3.  I  stood  on  the  bridge  at  midnight 

As  the  clocks  were  striking  the  hour.— Longfellow. 

4.  A  city  that  is  set  on  an  hill  cannot  be  hid.— Bible. 

5.  A  half -starved  dog  that  looked  like  Wolf  was  skulking  about 

the  house.— Irving. 

6.  Our  souls  have  sight  of  that  immortal  sea 

Which  brought  us  hither.—  Wordsworth. 

7.  He  that  lacks  time  to  mourn  lacks  time  to  mend.—  Taylor. 

8.  The  evil  that  men  do  lives  after  them..- Shakespeare. 

9.  That  the  climate  of  the  northern  hemisphere  has  changed^  is 
the  opinion  of  many  naturalists.— iyeZZ. 

*  When  phrases,  clauses,  and  words  not  properly  nouns,  are  used  in  a  sen- 
tence with  the  value  of  nouns,  they  are  called  substantives.  Substantive  is 
only  another  name  for  a  noun. 


REVISED  ENGLISH  GRAMMAR.  83 

10.  That  you  have  wronged  me,  Brutus,  doth  appear  in  this. 

—  Shakespeare. 

11.  The  noble  Brutus  hath  told  you  [connective  omitted^  Caesar 
was  ambitious.—  Shakespeare. 

12.  "  You  are  old,  Father  William,^^  the  young  man  cried. 

— Southey. 

13.  I  remembered  that  youth  could  not  last.—  Southey. 


LESSON  87. 


Construct  two  complex  sentences  of  each  of  the  following  pairs, 
first  making  one  thought  the  independent  clause,  and  then  the  other : 

1.  Franklin  was  in  youth  a  poor  printer's  boy. 
Franklin  became  a  great  statesman  and  philosopher. 

Model  :  Franklin,  who  in  youth  was  a  poor  printer's  boy,  became  a  great 
statesman  and  philosopher. 

Franklin,  who  became  a  great  statesman  and  philosopher,  was  in  youth 
a  poor  printer's  boy. 

2.  The  Olympic  games  were  held  every  four  years. 
The  Olympic  games  were  the  delight  of  the  Greeks. 

3.  The  prize  was  a  wreath  of  wild  olive. 

The  prize  was  given  at  the  Olympic  games. 

4.  Sappho  lived  600  years  before  Christ. 

Sappho  is  considered  the  greatest  poetess  of  the  world. 

6.  The  Israelites  wandered  forty  years  in  the  wilderness. 
The  Israelites  were  led  by  Moses. 

6.  David  was  one  of  the  kings  of  Israel. 

David  wrote  the  most  beautiful  of  the  Psalms. 

7.  Ferdinand  de  Lesseps  was  a  Frenchman. 
Ferdinand  de  Lesseps  built  the  Suez  canal. 

8.  Bismarck  united  the  German  people. 

Bismarck  was  Chancellor  of  the  Emperor  William. 


84  CALIFORNIA   SERIES. 

9.  Gladstone  is  the  leader  of  the  Liberal  party  in  England. 
Gladstone  is  called  the  Grand  Old  Man. 

10.  Julius  Caesar  was  the  foremost  man  of  ancient  Rome. 
Julius  Caesar  was  a  general,  a  writer,  a  mathematician,  and 

an  orator. 

11.  The  Pilgrims  came  to  America  to  seek  religious  liberty. 
The  Pilgrims  landed  at  Plymouth  Rock. 


LESSON  88. 


In  the  following  sentences,  expand  the  italicized  participle  and 
infinitive  constructions  to  clauses : 

Model  :  The  remains  of  ancient  Troy,  recently  discovered,  are  of  great 
historical  interest. 

(Expanded.)  The  remains  of  ancient  Troy,  which  were  recently  discovered, 
are  of  great  historical  interest. 

1.  The  Romans,  having  conquered  the  worlds  were  unable  to 
conquer  themselves. 

2.  Sheridan,  hearing  the  guns,  galloped  from  Winchester  to  take 
command  of  the  army. 

3.  Mary,  Queen  of  Scots,  accused  of  treason,  was  imprisoned  by 
Elizabeth. 

4.  Youth  is  the  time  to  sow  the  seeds  of  character. 

5.  Cortez,  having  burned  his  ships,  knew  that  retreat  was 
impossible. 

6.  Philip  of  Spain  built  the  Armada  to  conquer  England. 

In  the  following  sentences,  contract  the  italicized  clauses  to  parti- 
ciple and  infinitive  constructions  : 

1.  One  hundred  and  twenty -three  persons,  who  were  confined  in 
the  black  hole  of  Calcutta,  died  of  impure  air. 

2.  Washington  resolved  that  he  would  retreat  from  New  Jersey. 

3.  Napoleon,  while  he  was  fighting  the  allied  armies,  was  defeated 
at  Waterloo. 


REVISED  ENGLISH  GRAMMAR.  85 

4.  Lafayette,  who   came  from  France,  aided   America  in  the 
Revolutionary  War. 

5.  Birds,  when  left  undisturbed,  soon  grow  tame. 


LESSON   89. 


In  the  following  sentences,  expand  the  italicized  adjectives  and 
phrases  to  clauses : 

1.  Grecian  architecture  has  never  been  surpassed. 

2.  In  the  Olympian  games  a  crown  of  wild  olives  was  given  to 
the  victor. 

3.  The  great  pyramid  of  Egypt  covers  over  thirteen  acres. 

4.  The  noble  Portia  defeated  Shylock's  revenge. 

5.  The  place  of  Grant  and  Leeh  meeting  was  Appomattox  Court 
House. 

In  the  following  sentences,  contract  the  italicized  clauses  to  adjec- 
tives or  phrases : 

1.  The  reign  of  Elizabeth,  which  was  glorious,  is  noted  for  its 
literary  productiveness. 

2.  The  ark  of  the  covenant,  which  was  sacred,  held  the  tables  of 
the  law. 

3.  The  place  where  David  hid  was  the  cave  of  Adullam. 

4.  The  happy  time  when  the  good  Haroun  Alraschid  ruled  is 
praised  by  poets. 

LESSON  90. 

The  Relation  of  Clauses. 

Write  the  independent  'and  the  dependent  clauses  in  the  following 
selections,  and  give  the  use  of  each  dependent  clause  : 

1.  Spake  full  well,  in  language  quaint  and  olden, 
One  who  dwelleth  by  the  castled  Rhine, 
When  he  called  the  flowers,  so  blue  and  golden. 

Stars,  that  in  earth's  firmament  do  ^hme.— Longfellow. 


86  CALIFORNIA   SERIES. 

Model  : 
One  spake  full  well,  in  language  quaint  and  olden,     (independent  clause.) 
Who  dwelleth  by  the  castled  Rhine,     (adjective  clause,  modifying  one.) 
When  he  called  the  flowers,  so  blue  and  golden,  stars,     (adverb  clause, 
modifying  spake.) 

That  in  earth's  firmament  do  shine,     (adjective  clause,  modifying  stars.) 

2.  Many  dismal  tales  were  told  about  funeral  trains,  and 
mourning  cries  and  wailings  heard  and  seen  about  the  great  tree 
where  the  unfortunate  Major  Andre  was  taken,  and  which  stood 
in  the  neighborhood.  Some  mention  was  made,  also,  of  the  woman 
in  white,  that  haunted  the  dark  glen  at  Raven  Rock.— Irving. 

3.  The  post-boy  drove  with  fierce  career, 

For  threatening  clouds  the  moon  had  drowned, 
When  suddenly  I  seemed  to  hear 

A  moan,  a  lamentable  sound.— Wordsworth. 


LESSON  91. 

Analysis  of  the  Complex  Sentence. 
To  analyze  a  complex  sentence : 

1.  Classify  the  sentence  as  declarative,  interrogative,  or  imper- 
ative. 

2.  Give  the  independent  clause,  the  dependent  clause.* 

3.  Give  the  entire  subject,  the  bare  subject  and  its  modifiers. 

4.  Give  the  entire  predicate,  the  verb,  the  complement,  the 
modifiers  of  the  verb,  the  modifiers  of  the  complement. 

Model  :  The  ornaments  of  a  house  are  the  friends  who  frequent  it. 

1.  This  is  a  complex  declarative  sentence. 

2.  The  independent  clause  in  this  sentence  is  the  ornaments  of  a  house  are 
the  friends;  the  dependent  clause  is  who  frequent  it. 

3.  The  entire  subject  is  the  ornaments  of  a  house;  the  bare  subject  is  orna- 
ments; the  modifiers  of  the  subject  are  the  adjective  the  and  the  adjective 
phrase  of  a  house. 

*  Do  not,  at  this  stage,  require  the  analysis  of  the  dependent  clause. 


REVISED  ENGLISH  GRAMMAR.  87 

4.  The  entire  predicate  is  are  the  friends  who  frequent  it;  the  verb  is  are; 
the  complement  of  the  verb  is  the  predicate  noun  friends;  the  complement 
is  modified  by  the  adjective  the  and  the  adjective  clause  who  frequent  it. 

Analyze,  by  the  foregoing  model,  the  sentences  in  Lesson  86. 


LESSON  92. 
THE  COMPOUND  SENTENCE. 

1.  Pegasus  at  once  ceased  to  struggle,  and  his  new- 
found master  guided  him  to  earth. 

2.  The  youth,  pitying  his  gentle  captive,  now  set  him 
free,  hut  the  winged  steed,  after  a  short  flight,  returned 
to  him  again. 

3.  From  this  time  on  Pegasus  remained  willingly  with 
the  young  hero,  nor  could  he  be  tempted  to  leave  him. 

How  many  independent  clauses  in  the  first  sentence?    Give  each  one. 
By  what  word  are  these  clauses  connected?    What  part  of  speech  is  and  f 
Give  the  clauses  and  the  connective  in  each  of  the  remaining  sentences. 

A  sentence  composed  of  two  or  more  independent  clauses  is  called 
a  Compound  Sentence. 

In  the  following  sentences  name  each  clause,  and  give  its  subject 
and  predicate.     Name  the  words  that  connect  the  clauses  : 

1.  The  drawbridge  dropped  with  a  surly  clang, 

And  through  the  dark  arch  a  charger  sprang.— iow«/Z. 

2.  Each  heart  recalled  a  different  name, 
But  all  sang  Annie  Laurie.— ^a^/ard  Taylor. 

3.  O,  come  ye  in  peace  here,  or  come  ye  in  war  ?— Scott. 

4.  They  toil  not,  neither  do  they  sipin.— Bible. 

5.  Art  may  err,  but  nature  cannot  miss. —Dry den. 

6.  Men  may  come  and  men  may  go, 

But  I  go  on  forever.—  Tennyson. 

7.  Give  me  liberty  or  give  me  death  !—  Patrick  Henry. 


88  CALIFORNIA   SERIES. 

8.  Can  Honor's  voice  provoke  the  silent  dust, 

Or  Flattery  soothe  the  dull,  cold  ear  of  death  1—Gray. 

9.  Her  ways  are  ways  of  pleasantness, 

And  all  her  paths  are  peace.—  Bible. 
10.  The  jessamine  clambers  in  flowers  o'er  the  thatch, 

And  the  swallow  chirps  sweet  from  her  nest  in  the  wall. 

—  Dimond. 


LESSON  93. 


Combine  each  'pair  of  sentences  below  into  a  compound  sentence. 
Note  that  in  combining  sentences^  the  parts  common  to  both  are  some- 
times omitted  from  one  clause  of  the  compound  sentence: 

1.  The  elm  is  the  sovereign  tree  of  New  England. 

The  elm  is  abundant  in  both  the  fields  and  the  forests  of 
New  England. 

Model  :  The  elm  is  the  sovereign  tree  of  New  England,  and  is  abundant 
in  both  field  and  forest. 

2.  The  fern  is  a  type  of  the  flowerless  plants. 
The  rose  is  a  type  of  the  flowering  plants. 

3.  The  sequoias  are  the  oldest  and  largest  trees  in  the  world. 
The  sequoias  are  found  only  in  California. 

4.  The  Yosemite  is  the  most  wonderful  natural  feature  of  the 

western  continent. 
There  is  no  other  spot  in  the  world  of  such  varied  beauty 
and  grandeur  as  the  Yosemite. 

5.  Maize,  or  Indian  corn,  is  a  native  of  America. 

Maize  is  now  one  of  the  great  food  products  of  the  world. 

6.  The  most  remarkable  cavern  in  Europe  is  Fingal's  cave,  on 

the  island  of  Staffa. 
The  most  remarkable  cavern  in  America  is  the  Mammoth 
cave,  in  Kentucky. 


REVISED  ENGLISH  GRAMMAR. 


89 


7.  The  Parthenon  is  the  noblest  ruin  of  Greece. 
The  Coliseum  is  the  noblest  ruin  of  Rome. 

8.  The  planet  Saturn  has  eight  moons. 
It  is  surrounded  by  beautiful  rings. 


1st  Clause  <J 


LESSON  94. 

Analysis  of  the  Compound  Sentence. 

The  breaking  waves  dashed  high 

On  a  stern  and  rock -bound  coast, 
And  the  woods  against  a  stormy  sky 
Their  giant  branches  tossed.— Hemans. 
(  Subject  —  waves. 

Modifiers  of  Subject 
Predicate  —  dashed. 

Modifiers  of  Predicate 


1.  the. 

2.  breaking. 


1.  high. 

2.  on    a    stern    and    rock- 

bound  coast. 


Connective  —  and 


I 
2d  Clause    { 


(  Subject  —  woods. 

Modifier  of  Subject  —  the. 
Verb  —  tossed. 

Modifier  of  Verb — against  a  stormy  sky. 
Object  —  branches. 

Modifiers  of  Object 


Predicate 


il.  their. 
,  2.  giant. 
The  clauses  of  a  compound  sentence  may  contain  clause  modifiers. 


By  the  foregoing  model  analyze  the  following  sentences : 

1.  The  day  is  done  and  the  darkness 

Falls  from  the  wings  of  night.— Longfellow. 

2.  Take  thy  beak  from  out  my  heart,  and  take  thy  form  from 
off  my  door.— Poe. 

3.  The  harvest  truly  is  plenteous,  but  the  laborers  are  iew.-Bibie. 


7-G 


90  CALIFORNIA   SERIES. 

4.  The  waves  beside  them  danced,  but  they 

Outdid  the  sparkling  waves  in  glee.—  Wordsworth. 

5.  The  breath  of  heaven  must  swell  the  sail, 

Or  all  the  toil  is  lost.— Cowper. 


LESSON   95. 


Change  each  of  these  simple  sentences  to  either  a  compound  or  a 
complex  sentence,  or  to  both,  if  possible : 

1.  Ulysses,  absent  from  his  home  ten  years  at  the  War  of  Troy, 
now  wished  to  return,    {simple.) 

Model  :  Ulysses  had  been  absent  from  his  home  ten  years  at  the  War  of 
Troy,  and  now  he  wished  to  return,     (compound.) 

Ulysses,  who  had  been  absent  from  his  home  at  the  War  of  Troy  for  ten 
years,  now  wished  to  return,     (complex.) 

2.  Ali  Baba  beheld  a  spacious  cavern  filled  with  merchandise 
and  heaps  of  coin  taken  from  merchants  and  travelers. 

3.  In  a  town  of  Tartary  there  lived  a  tailor,  so  poor  as  to  be 
hardly  able  to  maintain  himself,  his  wife,  and  his  son  Aladdin. 

4.  In  the  reign  of  King  Arthur,  there  dwelt,  near  the  Land's 
End  of  England,  a  rich  farmer  with  an  only  son  named  Jack. 

5.  After  getting  out  of  danger,  Gulliver  stopped  awhile  to  pick 
out  the  arrows  sticking  in  his  hands  and  face. 

6.  Having  these  powerful  spirits  obedient  to  his  will,  Prospero 
could  command  the  winds  and  waves  of  the  sea. 

7.  After  musing  a  few  minutes,  the  Caliph  ordered  his  Grand 
Vizier  to  find  the  boy. 

8.  Ivanhoe,  convinced  by  the  reasoning,  obeyed  the  directions 
of  Rebecca. 

9.  Achilles  rose  to  array  himself  in  the  armor  brought  him 
by  his  mother. 

10.  How  happy  we  were,  sitting  cross-legged  in  the  crisp  salt- 
grass,  with  the  invigorating  sea-breeze  blowing  gratefully  through 
our  hair. 


REVISED  ENGLISH  GRAMMAR.  91 

11.  Having  pitched  our  tent,  using  the  five  oars  to  support  the 
canvas,  we  went  down  the  rocks  seaward  to  fish. 


LESSON  96. 

We  have  learned  that  simple  sentences  may  be  joined  together 
to  make  one  compound  sentence,  and  that  one  sentence  may 
become  a  clause  modifier  of  another. 

We  have  learned  that  adjectives  and  adverbs  may  be  expanded 
to  phrases,  and  that  phrases  may  be  contracted  to  adjectives  and 
adverbs. 

We  have  learned,  also,  that  infinitives  and  participles,  adjec- 
tives, and  phrases,  may  be  expanded  to  clauses,  and  clauses  again 
contracted  to  these. 

In  the  sentences  below  explain  the  different  ways  in  which  the 
sentence  she  had  no  home,  or  its  equivalent,  is  used: 

Little  Nell  was  to  be  pitied.     She  had  no  home. 

1.  Little  Nell  had  no  home,  and  she  was  to  be  pitied. 

2.  Little  Nell  was  to  be  pitied  because  she  had  no  home. 

3.  Little  Nell,  who  had  no  home,  was  to  be  pitied. 

4.  Little  Nell,  when  she  had  no  home,  was  to  be  pitied. 

5.  Little  Nell,  having  no  home,  was  to  be  pitied. 

6.  Little  Nell,  without  a  home,  was  to  be  pitied. 

7.  Homeless  Little  Nell  was  to  be  pitied. 

With  the  above  as  a  guide,  combine  the  following  thoughts  in  as 
many  ways  as  possible,  making  compound,  complex,  and  simple 

sentences : 

1.  Hawthorne's  sketches  are  charming.     They  are  simple  and  natural. 

2.  Fremont  was  a  pioneer  of  California.     He  was  called  the  Pathfinder. 

3.  Csesar  said,  **  Thou  too,  Brutus  ! "  He  muffled  up  his  face.  He  fell  at 
the  base  of  Pompey's  statue. 

4.  Lincoln  called  for  seventy -five  thousand  troops.  They  volunteered 
at  once. 

5.  Warren  was  a  brave  General.    He  was  killed  at  Bunker  Hill. 

Young  writers  should  guard  against  making  their  sentences  too  long,  and 
be  careful  not  to  use  too  many  connectives. 


92  CALIFORNIA   SERIES. 

LESSON   97. 

STUDY  OF  A  SELECTION. 

Pegasus  in  Pound. 

1.  Once  into  a  quiet  village, 

Without  haste  and  without  heed, 
In  the  golden  prime  of  morning, 
Strayed  the  poet's  winged  steed. 

2.  Thus,  upon  the  village  common. 

By  the  school -boys  he  was  found; 
And  the  wise  men,  in  their  wisdom. 
Put  him  straightway  into  pound. 

3.  Then  the  sombre  village  -  crier. 

Ringing  loud  his  brazen  bell, 
Wandered  down  the  street  proclaiming 
There  was  an  estray  to  sell. 

4.  And  the  curious  country  people. 

Rich  and  poor,  and  young  and  old. 
Came  in  haste  to  see  this  wondrous 
Winged  steed,  with  mane  of  gold. 

5.  Thus  the  day  passed,  and  the  evening 

Fell,  with  vapors  cold  and  dim ; 
But  it  brought  no  food  nor  shelter. 
Brought  no  straw  nor  stall,  for  him. 

6.  Patiently,  and  still  expectant, 

Looked  he  through  the  wooden  bars. 
Saw  the  moon  rise  o'er  the  landscape. 
Saw  the  tranquil,  patient  stars. 


BE  VISED  ENGLISH  GRAMMAR.  93 

7.  Then,  with  nostrils  wide  distended, 

Breaking  from  his  iron  chain, 
And  unfolding  far  his  pinions. 
To  those  stars  he  soared  again. 

8.  On  the  morrow,  when  the  village 

Woke  to  all  its  toil  and  care, 
Lo !  the  strange  steed  had  departed. 
And  they  knew  not  when  nor  where. 

9.  But  they  found  upon  the  greensward 

Where  his  struggling  hoofs  had  trod, 
Pure  and  bright,  a  fountain  flowing 
From  the  hoof- marks  in  the  sod. 

10.  From  that  hour,  the  fount,  unfailing. 
Gladdens  the  whole  region  round, 
Strengthening  all  who  drink  its  waters, 
While  it  soothes  them  with  its  sound. 

—  Longfellow. 

Thought  Study. — What  is  meant  by  "the  poet's  winged  steed"?  Can 
you  think  of  any  reason  why  Pegasus  should  be  called  the  poet's  steed? 
Describe  the  steed's  coming  to  the  village.  How  was  he  received  ?  How 
did  he  escape  ?  What  proof  of  his  visit  and  his  struggles  did  the  villagers 
find  ?    How  did  the  fountain  prove  a  blessing  to  the  people  ? 

Think  of  the  poet's  beautiful  steed,  of  his  coming  to  the  village,  of  the 
indignity  and  neglect  shown  him,  of  his  struggles  to  escape,  of  the  happiness 
he  left  to  those  who  had  mistreated  him,  and  see  if  you  can  trace  any  like- 
ness to  a  struggling  poet's  life,  and  the  joy  and  comfort  he  gives  to  others. 

Write  this  story  in  your  own  language. 


LESSON  98. 
Pegasus  in  Pound. 


Form  study.  —  Stanza  1.     Give  the  line    which  contains  the  principal 
clause.     Give  the  phrase  that  tells   where  the  steed   strayed;  when  he 


94  CALIFORNIA   SERIES. 

strayed;  the  phrases  that  tell  how  he  strayed.  Give  the  phrase  that 
describes  prime.  What  kind  of  sentence  is  this  stanza  with  regard  to  mean- 
ing ;*  with  regard  to  form?  {In  stating  the  kind  of  sentence,  classify  it  both 
as  to  meaning  and  form.) 

Stanza  2.  Name  the  two  independent  clauses.  Name  the  connective. 
Mention  the  phrase  modifiers,  and  tell  to  what  each  one  belongs.  What 
kind  of  sentence  is  this  stanza  ? 

Stanza  3.  Name  the  bare  subject  and  the  verb  of  the  principal  clause. 
What  two  participles  describe  the  crier  as  he  wandered  down  the  street? 
What  word  is  the  object  of  the  first  participle  ?  What  clause  is  the  object 
of  the  second  participle  ?    What  kind  of  sentence  is  this  stanza  ? 

Stanza  4.  Give  the  bare  subject  and  the  verb.  By  what  words  and 
phrases  are  the  subject  and  predicate  modified?  What  kind  of  sentence  is 
this  stanza  ? 

Stanza  5.  Name  four  independent  clauses.  Name  the  connectives. 
From  which  clause  is  the  subject  omitted  ?  Name  one  compound  modifier 
and  two  compound  objects.     What  kind  of  sentence  is  this  stanza  ? 

Stanza  6.  Name  the  independent  clauses.  What  is  the  subject  of  each, 
either  expressed  or  understood  ?  Give  the  word  and  phrase  modifier  in  each 
clause.  (Rise  is  an  infinitive  without  the  sign  to,  belonging  to  moon.)  What 
kind  of  sentence  is  this  stanza  ? 

Stanza  7.  Name  the  subject  and  verb.  To  what  does  each  of  the  three 
participles  in  this  stanza  belong  ?  (  When  there  is  doubt  as  to  ivhat  a  partici- 
ple modifies,  expand  it  into  a  clause  and  determine  its  relation  by  the  relation 
which  the  clause  bears  to  the  rest  of  the  sentence.)  Give  the  modifiers  of  each 
participle.     What  kind  of  sentence  is  this  stanza? 

Stanza  8.  Read  the  compound  sentence  in  this  stanza.  What  dependent 
clause  understood  modifies  one  of  the  clauses  of  this  sentence?  What  is 
modified  by  the  clause  "  When  the  village  woke,"  etc.? 

Stanza  9.  What  is  the  principal  clause  ?  What  is  the  dependent  clause  ? 
Give  the  bare  subject,  verb,  and  object  of  the  principal  clause.  What  parti- 
ciple modifies  the  object ?  What  phrase  modifies  the  verb?  What  phrase 
modifies  the  participle  flowing  f    What  do  pure  and  bright  modify  ? 

Stanza  10.  Give  the  clauses.  What  adjective  ending  in  ing  modifies 
fount  f  What  participle  ending  in  ing  also  modifies  fount  ?  What  do  the 
dependent  clauses  modify  ? 

Note  the  introductory  words  found  at  the  beginning  of  several  stanzas, 
connecting  the  thought  in  a  general  way. 

*  With  regard  to  meaning,  sentences  are  classified  as  declarative,  interrogative, 
and  imperative. 

With  regard  to  form,  they  are  classified  as  simple,  complex,  and  compound. 


REVISED  ENGLISH  GRAMMAR. 


95 


LESSON   99. 

TOPICAL  REVIEW  OF  THE  SENTENCE. 

This  outline  is  designed  to  give  the  pupil  a  unified  view  of  the  sentence  as 
treated  in  Part  I.  As  a  means  of  securing  this,  and,  incidentally,  as  a  means 
of  culture  in  oral  expression,  let  him  discuss,  without  questioning,  the  topics 
presented  below,  defining  each  term  as  it  is  reached,  and  illustrating  its  use. 
The  figures  in  parentheses,  throughout  the  review,  refer  to  lessons. 


CLASSES. 


I.  According  to  Meaning. 


II.  According  to  Form. 


PARTS. 


Declarative  (2). 
Interrogative  (2). 
Imperative  (2). 
Simple  (52). 
Complex  (84). 
Compound  (90). 


I.  Subject. 


/  Noun  or  Pronoun  (14). 
....•<  Infinitive  (73). 
(  Clause  (85). 
'Verb  or  Verb -phrase  (24). 


II.  Predicate. 


Complement  (38) 


Object. 


Predicate   Sub- 
stantive  .  . 


III.  Modifiers. 


Adjective . 


Adverb. 


Noun  or  Pronoun  (42). 
Infinitive  (73). 
Clause  (85). 

Noun  (41). 
Infinitive  (73). 
Clause  (85). 
-  Predicate  Adjective  (41). 
f  Adjective  (29). 

Possessive  Noun  or  Pronoun  (47). 
Appositive  Noun  or  Pronoun  (47) . 
Participle  (76). 
Phrase  (58). 
I  Clause  (85). 

[Adverb  (50). 
\  Phrase  (58). 
(^  Clause  (85). 


IV.  Connectives. 


V.  Independent  Words. 


I 

j  Preposition  (61). 
I  Conjunction  (64). 

j  Nouns  used  in  direct  address  (26n] 

\  Interjection  (64). 


96  CALIFORNIA   SERIES. 

By  Question.  —  What  is  a  sentence  ?  (1)  Name  and  illustrate  three  kinds 
of  sentences,  {a)  according  to  meaning  (94n),  (6)  according  to  form  (94n). 
Name  the  two  necessary  parts  of  a  sentence.  (11)  What  may  the  subject 
of  a  sentence  be?  (14)  What  part  of  speech  must  always  appear  in  the 
predicate?  (24)  Of  what  besides  the  verb  may  a  predicate  consist?  (38) 
What  complement  names  the  receiver  of  the  action?  (42)  What  do  we  call 
the  complements  that  complete  the  verb  and  describe  the  subject?  (41) 
What  substantives  may  be  used  as  complements  ? 

Into  what  two  classes  may  modifiers  be  grouped?  (81)  Which  of  these 
modify  nouns  and  pronouns?  (29)  Which  modify  verbs,  adjectives,  and 
adverbs?  (50)  What  may  be  used  as  adjective  modifiers?  What  is  the 
difference  between  a  phrase  and  a  clause  ?  Show  how  a  phrase  may  be  ex- 
panded into  a  clause.  (89)    Show  how  a  clause  may  be  contracted  to  a  phrase. 

What  are  the  connective  words  of  a  sentence?  (81)  Illustrate.  What 
independent  words  sometimes  occur  in  a  sentence  ?  (64) 


LESSON   lOO. 
MISCELLANEOUS  REVIEW. 

What  is  the  part  of  speech  that  names  ?  Define  and  illustrate,  by  example, 
two  classes  of  nouns.  (14)  Illustrate,  by  example,  six  different  uses  of  the 
noun.  (14,  41,  42,  47)  Name  two  classes  of  substantives  other  than  nouns. 
(73,  85)  Illustrate  each  by  an  example.  What  is  meant  by  a  compound 
subject?  (65)     Illustrate  by  an  example. 

What  is  the  part  of  speech  that  stands  for  a  noun?  (21)  Name  and  illus- 
trate its  uses.  (14,  42,  47) 

What  is  the  part  of  speech  that  asserts?  (24)  What  name  do  we  give  to 
two  or  more  words  doing  the  work  of  a  single  verb  ?  (24)  What  is  a  verb  of 
incomplete  predication  ?  (41  w)  In  what  way  may  a  verb  of  incomplete  predi- 
cation be  completed?  (41,  42)  What  name  is  given  to  the  verb  or  the  verb- 
phrase  in  the  sentence  ?  (24)  Name  three  verbs  that  require  no  complement. 
Name  three  verbs  that  take  an  object  complement.  Name  verbs  that  take  a 
predicate  noun  or  a  predicate  adjective  as  complement.  What  is  meant  by 
a  compound  predicate?  (65)     A  compound  complement?  (65)     Illustrate. 

What  do  adjectives  modify?  (29)  What  special  name  is  given  to  certain 
adjectives?  (29)  Name  and  illustrate  two  uses  of  the  adjective  in  the 
sentence.  (29,  41)  Illustrate  the  use  of  a  phrase  as  adjective  modifier,  (58) 
Illustrate  the  use  of  a  clause  as  adjective  modifier.  (85)  Illustrate  com- 
pound adjective  modifiers,  (a)  consisting  of  words,  (6)  consisting  of  phrases. 
Illustrate  the  use  of  a  participle  as  adjective  modifier.  (76) 


BE  VISED  ENGLISH  GRAMMAR.  97 

What  do  adverbs  modify?  (50)  Illustrate  their  use.  Illustrate  the  use  of 
a  phrase  as  an  adverb  modifier.  (58)  Illustrate  the  use  of  a  clause  as  an 
adverb  modifier.  (85)  Illustrate  the  use  of  compound  adverb  modifiers, 
(a)  consisting  of  words,  (6)  consisting  of  phrases. 

From  what  are  verbals  derived?  (72)  In  what  way  do  verbals  share  the 
nature  of  verbs?  (72)  Illustrate  two  forms  of  the  verbal  used  as  a  noun. 
What  other  name  is  given  to  the  noun -verbal?  (73)  Illustrate  the  verbal 
used  as  an  adjective.  (76)  What  other  name  is  given  to  the  adjective - 
verbal?  (76)  How  does  a  participle  end?  (76)  Show  how  a  participle  may 
be  expanded  into  a  clause.  (88)  Show  how  a  clause  may  be  contracted  to  a 
participle. 

What  are  the  two  parts  of  speech  used  as  connectives?  (81)  In  what 
respects  do  they  differ  in  use?    Illustrate. 

What  part  of  speech  expresses  strong  or  sudden  emotion  ?  Illustrate  by 
five  examples.     Why  may  interjections  be  called  independent  words  ? 

Of  what  principal  parts  does  a  letter  consist?  (18)  What  are  the  subdi- 
visions of  the  first  part ;  of  the  fourth  part  ?  Of  what  do  the  other  parts 
consist  ?  What  differences  in  form  do  you  notice  between  letters  of  friend- 
ship and  letters  of  business?  (18,  83) 

Write  an  invitation  to  attend  a  birthday  party.  Write  accepting  the 
invitation.  Write  declining  it.  Write  a  letter  introducing  one  friend  to 
another.  Address  it.  (A  letter  of  introduction  should  bear  at  the  lower  left 
hand  corner  of  the  envelope  the  words :  Introducing  [name  of  person  intro- 
duced].) 

What  is  paraphrasing?  (23) 

Give  nine  uses  of  capital  letters.  (1,  7,  9,  14,  16,  17n,  22n,  64)  Illustrate 
each  use. 

Give  three  uses  of  the  comma.  (47,  65)  Illustrate  ea(^h.  Give  and  illus- 
trate a  use  of  the  colon.  (18) 

Classify  the  sentences  of  the  poem  in  Lesson  7.  Name  the  independent 
clauses,  and  give  the  subject  and  predicate  of  each.  Name  the  dependent 
clauses,  and  tell  how  each  is  used.  Name  the  phrases,  and  tell  their  office. 
{As  the  object  of  exercises  of  this  kind  is  to  give  ability  to  determine  the  more 
important  relations  in  sentence  structure,  a  minute  analysis  of  clauses  and 
phrases  should  be  avoided.) 


PART   II. 
PARTS  OF  SPEECH  IN  DETAIL. 


In  Part  I  we  began  our  study  of  language  with  the  Simple  Sentence.  We 
found  sentences  to  be  groups  of  words  expressing  complete  thoughts. 

Later,  we  found  them  classed,  according  to  meaning,  as  Declarative,  Inter- 
rogative, and  Imperative. 

Afterward  we  studied  the  grouping  of  these  sentences  into  Paragraphs, 
in  prose ;  and  into  Stanzas,  in  poetry. 

Then  we  left  the  idea  of  grouping  and  began  to  study  the  division  of  the 
sentence  into  Subject  and  Predicate. 

As  we  progressed  we  found  that  all  the  words  of  the  language  may  be 
grouped,  according  to  the  ideas  they  express,  into  eight  classes,  called  Parts 
of  Speech. 

These  parts  of  speech  we  discovered  to  be  Nouns,  or  name  words,  divided 
into  common  and  proper  nouns;  Pronouns,  or  words  standing  for  nouns; 
Verbs,  or  asserting  words;  Adjectives,  or  words  modifying  nouns;  Adverbs, 
or  words  modifying  verbs,  adjectives,  or  other  adverbs;  Prepositions,  or 
words  joining  other  words  by  showing  relation;  Conjunctions,  or  words 
joining  other  words  or  groups  of  words;  Interjections,  or  independent  words 
expressing  sudden  emotion  or  feeling;  and  Verbals,  or  words  intermediate 
between  verbs  on  the  one  hand,  and  nouns  and  adjectives  on  the  other. 

We  found,  also,  groupings  of  these  parts  of  speech  into  Phrases  and 
Clauses,  each  doing  the  work  of  some  single  part  of  speech. 

Finally,  in  addition  to  the  simple  sentence,  with  wliich  our  study  began, 
we  found  combinations  of  clauses  into  Complex  and  Compound  sentences, 
and  learned  to  analyze  each  kind. 


In  Part  II  we  are  to  take  up  parts  of  speech  in  detail  and  study  their 
further  division  into  sub-classes,  and  to  see  how  the  meaning  and  use  of  a 
word  may  be  varied,  not  only  by  adding  modifying  words  like  adjectives 
and  adverbs,  but  also  by  simply  changing  its  form  —  such  changes  in  form 
being  called  Inflection. 

We  are  also  to  study  the  construction  of  words,  that  is,  the  way  they  are 
combined  with  other  words  to  make  up  the  sentence ;  and,  further,  to  inves- 
tigate the  derivation  and  composition  of  the  different  parts  of  speech. 


PAETS  OF  SPEECH  II!^  DETAIL. 


LESSON  101. 

NOUNS. 
Concrete  and  Abstract  Nouns. 

1.  Silver  and  gold  have  I  none.— Bible. 

2.  He  prayeth  well  who  loveth  well 

Both  man  and  bird  and  heast.— Coleridge. 

3.  I  smiled  to  think  God's  goodness  flowed  around  our  incom- 
pleteness.— Mrs.  Browning. 

4.  For,  so  swiftly  it  flew,  the  sight 

Could  not  follow  it  in  its  Bright.—  Longfellow. 

5.  The  time  of  the  singing  of  birds  is  come.— Bible. 

In  the  first  sentence,  what  nouns  name  substances? 

All  material  things,  that  is,  things  (including  plants  and  animals)  which  are 
known  to  us  by  the  impressions  they  make  on  our  senses,  are,  in  grammar,  called 
substances. 

In  the  second  sentence,  what  nouns  name  substances?  In  the  third  sen- 
tence, what  noun  is  the  name  of  a  quality  ;  of  a  state  or  condition  ?  In  the 
fourth  and  fifth  sentences,  what  nouns  are  the  names  of  actions? 

Navies  of  substances  are  known  as  Concrete  Nouns. 

Names  of  qualities ,  conditions ^  actions,  etc.,  which  may  be  consid- 
ered apart  from  the  things  to  which  they  belong,  are  called  Abstract 
Nouns. 

Most  nouns  are  names  of  substances. 

Substances  are  known  to  us  by  their  attributes  (that  is,  by  the  impression 
these  substances  make  on  our  senses).  Thus,  the  substance  gold  is  known 
to  us  by  its  attributes  of  hardness,  heaviness,  yellowness  —  quahties  that  we 
may  think  of  by  themselves  as  if  they  had  a  separate  existence.  Man  is 
known  to  us  by  the  attributes  of  shape,  size,  movement,  speech,  song,  etc. 
Flower  is  known  to  us  by  the  attributes  of  perfume,  color,  etc. 

Common  nouns  are  both  abstract  and  concrete.  Proper  nouns  are  con- 
crete only. 


102  CALIFORNIA   SERIES. 

Name  the  abstract  nouns  in  the  following  expressions: 

The  goodness  of  God.  The  running  of  boys. 

The  whiteness  of  lilies.  The  fierceness  of  dogs. 

The  clearness  of  ice.  The  flying  of  birds. 

Most  abstract  nouns  are  derived  from  adjectives  and  verbs ;  but  a  few,  like 
beauty,  shadow,  joy,  hope,  etc.,  are  not. 

Name  the  qualities  exhibited  by  things  that  are : 
long  clear  white  deep  bright  fierce  strong 

Name  the  qualities  shown  by  men  who  are : 
brave  noble  true  ignorant  wise  base  honest 

Name  the  state  or  condition  of: 
slaves  infants  idiots  starved  people  beggars 

Name  an  action  or  feeling  ascribed  to  things  that : 
run  succeed  move  mourn  hate  rejoice  persevere 


LESSON  102. 
Gender. 


1.  They  talk  at  Almesbury 

About  the  good  King  and  his  wicked  Queen.—  Tennyson. 

2.  Mistress  and  Master,  you  have  oft  inquired  after  the  shep- 
herd that  you  saw  sitting  by  me  on  the  turf,  praising  the  proud, 
disdainful  sh.eY)herdess,—  Shakespeare. 

3.  The  sea  hath  its  pearls,  the  heaven  hath  its  stars, 
But  my  heart,  my  heart,  hath  its  love.—  Longfellow. 

4.  Beside  their  man -servants  and  their  maid  -  servants  they 
had  two  hundred  forty  and  five  singing -men  and  singing -women. 

—  Bible. 

In  the  first  sentence  find  a  noun  denoting  a  person  of  the  male  sex  ;  a 
noun  denoting  a  person  of  the  female  sex ;     a  noun  that  does  not  denote  sex. 

In  the  remaining  sentences  name  the  nouns.  Tell  which  denote  persons 
of  the  male  sex ;  which  denote  persons  of  the  female  sex ;  and  which  do  not 
denote  sex. 


REVISED  ENGLISH  GRAMMAR. 


103 


Some  nouns  distinguish  the  thing  named  hy  them  as  male  or 
female,  and  this  distinction  is  called  Gender. 

A  noun  that  denotes  a  male  is  called  a  noun  of  the  Masculine 
Gender. 

A  noun  that  denotes  a  female  is  called  a  noun  of  the  Feminine 
Gender. 

All  nouns  that  have  nothing  to  do  with  distinguishing  sex  are 
called  nouns  of  the  Neuter  Gender. 

Sex  is  indicated  in  three  ways  : 

1.  By  different  words  ;  as, 


bachelor 

maid 

hart 

roe 

boy 

girl 

king 

queen 

brother 

sister 

lord 

lady 

buck 

doe 

monk 

nun 

cock 

lien 

nephew 

niece 

drake 

duck 

papa 

mama 

father 

mother 

sir 

madam 

gander 

goose 

son 

daughter 

gentleman 

lady 

uncle 

aunt 

husband 

wife 

wizard 

witch 

2.  By  different  endings ;  as, 

benefactor 

benefactress 

actor 

actress 

baron 

baroness 

duke 

duchess 

heir 

heiress 

master 

mistress 

Jew 

Jewess 

tiger 

tigress 

lion 

lioness 

Paul 

Pauline 

patron 

patroness 

Augustus 

Augusta 

abbot 

abbess 

administrator 

administratrix 

governor 

governess 

executor 

executrix 

negro 

negress 

Charles 

Charlotte 

sorcerer 

sorceress 

Cecil 

Cecilia 

3.  By  prefixing  or  affixing  words  indicating  sex ;  as, 

man-servant      maid -servant  he -bear  she -bear 

pea -cock  pea -hen  cock -sparrow         hen -sparrow 

Spell  each  of  the  words  in  the  above  groups. 


104 


CALIFORNIA   SERIES. 


LESSON  103. 

Name  the  gender  of  each  of  the  following,  and  give  the  opposite 
gender.     Spell  both  forms: 

heroine              sultana              Josephine  gentlewoman  laundress 

Czarina              landlord             pea -hen  schoolmistress  Frances 

gander               donna                empress  princess  beau 

drake                 youth                 hostess  ram  monk 

count                  stag                    hart  lad  duke 


LESSON  104. 

In  the  following  sentences,  select  the  nouns  which  have  gender 
forms,  tell  the  sex,  and  give  the  form  which  denotes  the  opposite  sex: 

1.  I  left  my  father's  house  and  took  with  me 

A  chosen  servant  to  conduct  my  steps. 

2.  All  the  world  's  a  stage, 

And  all  the  men  and  women  merely  players. 

3.  Brothers,  sisters,  husbands,  wives. 
Followed  the  piper  for  their  lives. 

4.  There  was  a  dead  man  carried  out,  the  only  son  of  his  mother,  and 
she  was  a  widow. 

5.  Blessings  on  thee,  little  man,  barefoot  boy  with  cheeks  of  tan. 

6.  Come,  all  ye  jolly  shepherds,  that  whistle  through  the  glen. 

7.  Husband  and  M^fe  !  no  converse  now  ye  hold. 

8.  The  abbess  was  of  noble  blood. 

9.  The  careful  hen  calls  all  her  chirping  family  around. 

10.  The  lion  is  the  desert's  king. 

11.  There  also  was  a  nun,  a  prioress. 

12.  The  stag  at  eve  had  drunk  his  fill. 

13.  Waken,  lords  and  ladies  gay. 

14.  The  bride  kissed  the  goblet ;  the  knight  took  it  up. 

15.  Some  read  the  king's  face,  some  the  queen's. 

16.  Beautiful !  Sir,  you  may  say  so. 

17.  It  is  now  long  since  the  women  of  England,  having  once  been  in  the 
habit  of  accepting  the  simple  title  of  gentlewoman,  as  correspondent  to  that 
of  gentleman,  insisted  on  the  privilege  of  assuming  the  title  of  Lady,  which 
properly  corresponds  only  to  the  title  of  Lord.  — Ruskin. 


REVISED  ENGLISH  GRAMMAR.  105 

LESSON   105. 
Inflection. 

NUMBER. 

1.  How  pleasant  the  life  of  a  bird  must  be. 

2.  A  thousand  birds  glanced  by  on  golden  wings. 

3.  I  've  seen  the  dewdrop  clinging 

To  the  rose  just  newly  born. 

4.  I  must  go  seek  some  dewdrops  here. 

How  many  forms  of  the  noun  bird  do  you  find  in  the  first  two  sentences  ? 
Which  form  denotes  one  ?  Which  more  than  one  ?  What  change  of  form  is 
made  to  indicate  that  more  than  one  bird  is  meant  ? 

What  change  is  made  in  the  noun  dewdrop  to  indicate  that  more  than  one 
is  meant? 

A  change  in  the  form  of  a  word  to  indicate  either  a  change  of 
meaning  or  a  change  of  use*  is  called  its  Inflection. 

Nouns  are  varied,  or  inflected,  in  form  to  express  a  difference  in 
the  number  of  objects  meant.  There  are  two  number  -  forms,  the 
Singular  and  the  Plural. 

The  Singular  Number  is  the  form  that  denotes  one. 

The  Plural  Number  is  the  form  that  denotes  more  than  one. 


Regular  Plurals. 

The  plural  of  nouns  is  regularly  formed  by  adding  s  or  es  to 
the  singular : 

1.  If  the  noun  ends  in  a  sound,  however  spelt,  that  will  unite 
with  the  sound  of  s,f  s  only  is  added,  and  the  number  of  syllables 
is  not  increased ;  as, 

*  For  change  to  indicate  use,  see  subject  of  Case. 

+  Following  are  the  sounds  that  will  so  unite,  namely :  the  breath  sounds 
{p,f,  t,  th  [in  thin],  k) ;  the  corresponding  voice  sounds  (6,  v,  d,  th  [in  then],  g); 
also  m,  n,  I,  r,  ng  ;  and  the  vowels.  The  added  s  is  pronounced  as  s  (this)  after 
the  breath  sounds,  and  as  z  (egg§)  after  all  the  others.  Ex. — (a)  maps,  cuffs, 
cats,  growths,  books  {ending  in  breath  sounds);  (6)  tubs,  loves,  buds,  scythes, 
dogs  {ending  in  other  sounds), 
8-a 


106  CALIFORNIA   SERIES. 


cap 

cape 

mat 

mate 

car 

care 

caps 

capes 

mats 

mates 

cars 

cares 

2.  If  the  noun  ends  in  a  sound,  however  spelt,  that  will  not 
unite  with  the  sound  of  s  (as  s,  z,  sh,  zh),  es  is  added,  making 
another  syllable;  as, 

kiss  buzz  bush  church 

kisses  buzzes  bushes  churches 

When,  however,  such  a  noun  ends  in  silent  e,  s  only  is  added;  as  horse, 
horses;  use,  uses. 

Tell  which  of  the  following  nouns  require  s  and  which  es  to  form 
their  plurals,  and  then  spell  the  plurals: 

chimney 

princess 

money 

cuckoo 

circus 


hymn 

prize 

chief 

book 

fox 

path 

eye 

desk 

ear 

song 

muff 

crutch 

wish 

lace 

dish 

boy 

gas 

girl 

loss 

fife 

LESSON  106. 

Irregular  Plurals. 

Some  nouns  are  more  or  less  irregular  in  the  formation  of  the 
plural: 

1.  Nouns  ending  in  y  after  a  consonant,  substitute  ie  for  y  and 
add  es  to  form  the  plural;*  as, 

lily  lilies  lady  ladies  pony  ponies 

2.  Some  nouns  ending  in  o  after  a  consonant,  form  their  plurals 
by  adding  es  without  making  a  new  syllable;  as, 

potatoes  heroes  cargoes  buffaloes 

But  most  nouns  ending  in  o  are  regular;  as, 

pianos  solos  zeros  cameos 

*  Nouns  ending  in  y  formerly  ended  in  ie,  and  formed  their  plurals  regularly 
by  adding  s;  as,  memorie,  memories;  mercie,  mercies;  y  was  finally  substituted 
for  ie  in  the  singular,  but  the  plural  was  not  changed.—  Wehster^s  Dictionary. 


REVISED  ENGLISH  GRAMMAR.  107 

3.  A  few  nouns  ending  in  /  and  fe  form  their  plurals  by  chang- 
ing f  io  V  and  adding  s  or  es ;  as, 

beef  beeves  half  halves  knife  knives 

Add  twelve  nouns  to  this  list,  and  use  each  of  the  plurals  in  a 
sentence  of  your  own. 

4.  A  few  nouns  form  their  plurals  by  changes  within;  as, 


man 

men 

woman 

women 

tooth 

teeth 

mouse 

mice 

louse 

lice 

goose 

geese 

5.  Other  nouns  form  their  plurals  by  adding  en  with  or  without 
other  changes ;  as, 

ox        oxen  brother    brethren  (brothers)  child        children 

Use  each  of  these  plurals  in  a  sentence  of  your  own. 

Spell  the  plural  of  the  following  nouns,  and  tell  what  change 
occurs;  and  why: 


cherry 

burglary 

gallery 

beauty 

mockery 

army 

poppy 

buggy 

party 

foundry 

jelly 

berry 

candy 

daisy 

pansy 

jury 

navy 

ruby 

duty 

fly 

Consult  the  dictionary,  and  spell 

the 

plurals  of  the 

follo^i 

wing : 

mulatto 

mosquito 

memento 

studio 

veto 

tornado 

volcano 

echo 

folio 

motto 

negro 

grotto 

LESSON  107. 

Notes  on  Plural  Forms. 

1.  Some  nouns  have  the  same  form  in  both  numbers;  as, 
sheep  deer  swine  trout  grouse 

2.  Some  nouns  are  always  plural;  as, 

eaves  tidings  ashes  victuals  spectacles  riches 


108  CALIFORNIA   SERIES. 

3.  Some  nouns,  plural  in  form,  are  used  in  the  singular  sense; 
as, 

news       wages       mathematics       politics        optics    ,  /physics       molasses 

Use^  in  a  sentence  of  your  own,  each  of  the  nouns  in  the  three 
classes  above. 

4.  Compound  nouns  generally  form  their  plurals  by  varying 
the  principal  word;  as, 

eye-teeth  Jack  -  o  -  lantern  s  brothers  -  in  -  law 

men-of-war  tooth-brushes  maid -servants 

5.  Some  few  compounds,  however,  make  both  parts  plural;  as, 

man-servant  woman -singer  knight -templar 

men  -  servants  women  -  singers  knights  -  templars 

Use  the  above  compounds  correctly  in  sentences. 

6.  Many  foreign  nouns,  especially  those  that  are  imperfectly 
naturalized,  retain  their  foreign  plurals ;  as. 

Singular.  Plural. 

(  formula  formulae 

(1)  Latin <  datum  data 

(  radius  radii 

(2)  Greek \  ^"^^^'^^  ^^^^^'^' 

(  phenomenon  phenomena 


bandit  banditti 

virtuoso  virtuosi 


(3)  Italian  .  .     .     .     .       j 

cherub  cherubim 


(4)  Hebrew .  ,  ,  . 

seraph  seraphim 

Some  of  the  above,  as  formula,  cherub,  etc.,  take  regular  English  plurals. 
The  plurals  of  such  nouns  are  readily  found  by  reference  to  a  dictionary. 

7.  Letters,  figures,  and  signs  form  their  plurals  by  adding  the 
apostrophe  and  s  ('s);  as,  cross  your  fs  and  dot  your  Vs;  add  the 
3^s;  count  the  +'s. 

Use  each  of  the  following  expressions  in  sentences  of  your  own  : 
p's  q's  lO's  ?'s 


REVISED  ENGLISH  GRAMMAR.  109 

8.  When  a  name  is  preceded  by  a  title,  either  the  name  or  the 
title  may  take  the  plural  form;  as, 

Singular.  Plural. 

Miss  Carey  The  Miss  Careys — or — The  Misses  Carey. 

Mr.  Brown  The  Mr.  Browns — or — The  Messrs.  Brown. 

When  a  title  is  used  with  several  different  names,  the  title 
takes  the  plural  form  and  is  used  but  once;  as, 

Mr.  Moody  and  Mr.  Sankey  is  written  Messrs.*  Moody  and  Sankey. 
Mrs.  Burnett  and  Mrs.  Stowe  is  written  Mesdames  Burnett  and  Stowe. 


LESSON  108. 


Select  the  nouns  and  pronouns  in  the  following  sentences  and  give 
the  number  of  each,  remembering  that  one  cannot  always  judge  of 
the  number  of  a  noun  by  its  form: 

1.  Cast  not  your  pearls  before  swine. 

2.  Drive  the  fleet  deer  the  forest  through. 

3.  The  trout  leaps  to  catch  the  fly. 

4.  Young  grouse  gain  the  use  of  their  wings  slowly. 

5.  Cod  are  taken  in  deep  w^ater. 

6.  E'en  in  our  ashes  live  their  wonted  fires. 

7.  Riches  take  unto  themselves  wings. 

8.  The  wages  of  sin  is  death. 

9.  Who  gives  himself  with  his  alms  feeds  three. 

10.  I  bring  you  tidings  of  great  joy.  , 

11.  Why  do  the  heathen  rage? 

12.  Think  you  I  bear  the  shears  of  destiny  ? 

13.  Let  a  gallows  be  made  fifty  cubits  high. 

14.  My  mind  to  me  a  kingdom  is. 

15.  Ye  build  and  ye  brood  'neath  the  cottager's  eaves. 

16.  Leave  you  not  a  man  -  of  -  war  unsearched. 

17.  We  watched  that  lovely  phenomenon,  the  Aurora  Borealis. 

18.  Dowp  swept  the  chill  wind  from  the  mountain  -  peak. 

19.  No  mortal  builder  could  match  this  winter- palace  of  ice. 

*  We  have  no  English  plurals  for  the  titles  Mr.  and  Mrs.  In  order  to  convey 
the  plural  idea  in  these  cases,  we  use  the  French  Words  Messieurs  (abbreviated  to 
Messrs.)  and  Mesdames. 


110  CALIFORNIA   SERIES. 

20.  The  battle  of  Marathon  was  one  of  the  crises  of  the  world. 

21.  Then  she  arose,  with  her  daughters-in-law,  that  she  might  return 
from  the  country  of  Moab. 

22.  Such  graves  are  pilgrim  shrines — 

The  Delphian  vales,  the  Palestines, 
The  Meccas  of  the  mind. 

Form  in  two  ways  the  'plurals  of  the  following: 
Miss  Smith        Mr.  Smith        General  Lee        Dr.  Brown        Rev.  Kingsley 

Write  sentences^  using  the  following  in  the  plural  form: 

Commodore  Foote  and  Commodore  Farragut ;  Mr.  Ticknor  and  Mr.  Fields ; 
Dr.  Pasteur  and  Dr.  Koch ;  Prof.  Tyndall  and  Prof.  Huxley ;  President 
Lincoln  and  President  Jackson ;  Judge  Chase  and  Judge  Marshall ;  Queen 
Elizabeth  and  Queen  Mary. 


LESSON  109. 

Collective  Nouns. 


1.  The  lowing  herd  winds  slowly  o'er  the  lea.— G'ray. 

2.  There  is  no  floclc^  however  watched  and  tended, 

But  one  dead  lamb  is  ih^re.  — Longfellow. 

3.  Charity  shall  cover  the  multitude  of  ^m^.— Bible. 

Are  the  italicized  words  in  these  sentences  singular  or  plural  in  form  ? 
Do  herd  and  flock  name  one  animal  or  a  collection  of  animals?    Does  mul- 
titude mean  one  thing  or  a  collection  of  things  ? 

Nouns  signifying  a  collection  of  persons  or  things  considered  as 
forming  one  whole  are  called  Collective  Nouns. 

Collective  nouns  may  be — 

Singular  ;  as,  group,  score,  crowd  ;  or 
Plural;  as,  groups,  scores,  crowds. 

In  the  following  sentences,  indicate  the  collective  nouns,  and  tell 
whether  singular  or  plural: 

1.  Are  fleets  and  armies  necessary  to  a  work  of  love  and  reconciliation? 

2.  Abraham  had  great  flocks  and  herds. 


REVISED  ENGLISH  GRAMMAR.  Ill 

3.  Longfellow  and  Hawthorne  belonged  to  the  same  class  in  Bowdoin 
College. 

4.  The  Jewish  nation  was  made  up  of  twelve  tribes,  and  each  tribe  was 
made  up  of  a  number  of  families. 

5.  In  the  battle  of  Gettysburg  many  regiments  suffered  severely,  and  some 
companies  were  almost  destroyed. 

6.  Admiral  Farragut  commanded  the  fleet  at  New  Orleans. 


LESSON   110. 


Indicate  to  what  sort  of  persons  or  things  each  collective  noun  in 
the  following  list  may  be  applied.  Consult  the  dictionary,  if  in 
doubt : 

Model  :  A  regiment  of  soldiers. 
swarm  squadron  cluster  association  committee 

bevy  board  clump  audience  syndicate 

crew  brood  family  herd  company 

club  fleet  covey  suite  society 

What  word  in  the  singular  may  be  given  to  a  collection  of  cows ;  of  sheep ; 
of  horses;  of  blackbirds;  of  Indians;  of  fish;  of  singers;  of  prisoners;  of 
students;  of  sailors  on  shipboard ;  of  people  under  one  government? 


LESSON  111. 
Inflection. 

CASE.* 

1.  Hiawatha  aimed  an  arrow. 

2.  Into  Hiawatha^s  wigwam  came  two  other  guests. 

3.  All  the  guests  praised  Hiawatha. 

How  many  forms  has  the  noun  Hiawatha  in  the  above  sentences?  In  the 
first  sentence,  what  relation  has  the  noun  Hiawatha  to  the  verb  aimed  f 

In  the  second  sentence,  what  relation  has  the  noun  Hiawatha  to  the  noun 
wigwam  f  How  is  the  noun  Hiawatha  changed,  or  inflected,  to  show  this 
change  of  relation? 

In  the  third  sentence,  what  relation  has  the  noun  Hiawatha  to  the  verb 
praised  f 

*  Case,  from  the  Latin  casus,  a  falling.  The  old  grammarians  regarded  the 
nominative  as  the  upright  case,  and  all  others  as  fallings  from  that. 


112  CALIFORNIA   SERIES. 

The  form  in  which  a  noun  is  used  to  show  its  relation  to  some  other 
word  in  the  sentence  is  called  Case. 

The  form  in  which  a  noun  is  used  when  it  is  the  subject  of  a  verb 
is  called  the  Nominative  Case. 

The  form  in  which  a  noun  is  used  as  possessive  modifier  is  called 
the  Possessive  Case. 

The  possessive  case  is  so  named  because  it  generally  indicates  possession 
or  ownership ;  as,  Hilda's  doves. 

Very  frequently,  however,  it  shows  origin ;  as,  Carrara's  marbles ;  or 
simply  tells  what  kind ;  as.  Children's  shoes. 

The  form  in  which  a  noun  is  used  as  the  object  of  a  verb  is  called 
the  Objective  Case. 

In  nouns  the  objective  form  does  not  differ  from  the  nominative  form. 

The  noun  in  the  nominative  case,  besides  being  used  as  the 
subject  of  the  verb,  is  used  also: 

1.  As  predicate  noun  to  describe  the  subject;  as, 
Hiawatha  was  a  brave  hunter. 

2.  In  direct  address;  as, 
Take  your  bow,  O  Hiawatha. 

The  noun  in  the  objective  case,  in  addition  to  its  use  as  the 
object  of  the  verb,  is  used  also  as  the  object  of  a  preposition;  as, 

Then  he  said  to  Hiawatha,  "Go,  my  son,  into  the  forest." 

Nouns  and  pronouns  used  as  appositive  modifiers  are  in  the 
same  case  as  the  words  which  they  explain ;  as, 

Hiawatha,  the  hunter,  learned  the  language  of  every  bird. 

Hunter  is  here  said  to  be  in  the  nominative  case,  in  apposition  with 
Hiaroatha. 

We  have  seen  that  nouns  are  inflected  to  show  differences  in 
number  and  case.    The  inflection  of  the  noun  is  called  Declension, 
Nouns  may  be  declined  as  follows: 


REVISED  ENGLISH  GRAMMAR.  113 

Sing.      Plu.                   Sing.          Plu.  Sing.  Plu. 
Nom.  and  Obj.    .    .    cat        cats               lady        ladies  man  men 
cat's     cats'              lady's     ladies'  man's  men's 


LESSON   112. 


Select  the  nouns  in  the  following  sentences,  and  tell  their  use  and 
their  case: 

1.  The  fearless  Hiawatha  heeded  not  her  woman's  warning. 

2.  From  his  doorway  Hiawatha  saw  it  burning  in  the  forest. 

3.  Swift  flew  Hiawatha's  arrow. 

4.  You  are  welcome,  Hiawatha. 

5.  At  the  doorway  of  his  wigwam  sat  the  ancient  Arrow -maker. 

6.  At  his  side,  in  all  her  beauty,  sat  his  daughter,  Laughing -Water. 

7.  Of  the  past,  the  old  man's  thoughts  were ; 
And  the  maiden's,  of  the  future. 

8.  Then  lagoo,  the  great  boaster,  made  a  bow  for  Hiawatha. 

9.  Hiawatha  sang  his  war- song. 

10.  All  alone  walked  Hiawatha. 

11.  At  each  stride  a  mile  he  measured. 


LESSON  113. 
The  Formation  of  Possessives. 

1.  The  meadow -lark^s  song  is  clear  and  sweet. 

2.  The  meadow -larks^  songs  are  clear  and  sweet. 

In  the  first  sentence,  how  many  larks  are  indicated  by  the  possessive? 
In  the  second,  how  many  are  indicated? 

The  possessive  case  of  a  noun  in  the  singular  number  is  formed 
hy  adding  an  apostrophe*  and  s  ('s). 

The  possessive  case  of  a  noun  in  the  plural  number  is  generally 
formed  by  adding  the  apostrophe  only. 

When  a  singular  noun  of  more  than  one  syllable  ends  in  a  hissing  sound, 

*  In  the  Old  English  language,  the  termination  es  marked  the  possessive 
case  singular  of  certain  nouns,  and  the  apostrophe  indicates  the  omission  of  the 
e  ijrom  that  termination. 


114  CALIFORNIA   SERIES. 

the  s,  though  usually  added,  is  sometimes  omitted  to  avoid  an  unpleasant 
repetition  of  hissing  sounds ;  as,  conscience'  sake. 

If  the  plural  does  not  already  end  in  s,  both  the  apostrophe  and  s  are 
added ;  as,  children's  smiles. 

In  the  following  sentences,  tell  why  the  possessives  are  formed  as 
they  are : 

1.  Come,  Cassius'  sword,  and  find  Titinius's  heart. —  Shakespeare. 

2.  Man's  inhumanity  to  man 

Makes  countless  thousands  mourn. —  Burns. 

3.  Her  chariot  is  an  empty  hazel  -  nut 
Made  by  the  joiner  squirrel  or  old  grub, 

Time  out  of  mind  the  fairies'  coach  -  makers. —  Shakespeare. 

4.  But,  no  ;  it  was  not  a  fairy's  shell 

Blown  on  the  beach,  so  mellow  and  clear. —  Pierpont. 

5.  Not  faster  yonder  rowers'  might. 

Flings  from  their  oars  the  spray ; 
Not  faster  yonder  rippling  bright. 
That  tracks  the  shallop's  course  in  light. 

Melts  in  the  lake  away. — Scott. 


LESSON  114. 
The  Formation  of  Possessives. 

1.  Sinbad  the  Sailor^s  adventures  were  many. 

2.  Mason  and  Dixon^s  line  separated  the  northern  from  the 
southern  states. 

3.  We  were  reading  of  Granfs  and  Sherman^s  victories. 

In  the  above  sentences,  where  do  you  find  the  apostrophe  placed  in  a  group 
of  words  equivalent  to  one  noun  ?  In  connected  nouns  showing  joint  posses- 
sion ?    In  connected  nouns  showing  separate  possession  ? 

In  groups  of  words  equivalent  to  one  word,  and  in  connected 
nouns  showing  joint  possession,  the  apostrophe  is  added  to  the 
last  word. 

In  connected  nouns  showing  separate  possession,  the  apostrophe  is 
added  to  each. 


REVISED  ENGLISH  GRAMMAR.  115 

Change  the  following  expressions  to  the  possessive  form  with  the 
apostrophe  : 

1 .  The  wedding  of  Allan  -  a  -  Dale. 

2.  The  biography  of  Burr,  the  traitor. 

3.  The  friendship  of  David  and  Jonathan. 

4.  The  song  of  the  Bard -of -Lomond. 

5.  The  authority  of  the  Lord  Mayor  of  London. 

6.  The  eve  of  St.  Agnes. 

7.  The  fault  of  somebody  else. 

8.  The  orders  of  the  commander-in-chief. 

9.  The  color  of  the  forget-me-not. 

10.  The  tricks  of  the  Avill-o'- the -wisp. 

11.  The  administration  of  Lincoln  and  the  administration  of  Cleveland. 

12.  The  reign  of  Ferdinand  and  Isabella,     (same  reign.) 

13.  The  poems  of  Longfellow  and  the  poems  of  Lowell. 

14.  The  pianos  of  Chickering  and  the  pianos  of  Stein  way. 

15.  The  operas  of  Gilbert  and  Sullivan,     (same  operas.) 

16.  The  discoveries  of  Roentgen  and  the  discoveries  of  Tesla. 


LESSON  115. 
The  Possessive  Case  Equivalent  to  a  Phrase. 

1.  Queen  Elizabeth's  reign. 

2.  The  reign  of  Queen  Elizabeth. 

Do  the  above  expressions  differ  in  meaning  ?  How  do  they  differ  in  form  ? 
In  what  case  is  Queen  Elizabeth's  f  What  does  it  show?  What  does  the 
phrase  of  Queen  Elizabeth  show? 

As  seen  by  the  above  examples,  the  same  meaning,  or  nearly 
the  same,  as  that  expressed  by  the  possessive  case  may  also  be 
expressed  by  a  phrase  introduced  by  the  preposition  of. 

The  possessive  case  is  seldom  used  unless  the  noun  denotes  a  person  or 
an  animal. 

Compose  sentences,  using  each  of  the  following  terms  to  indicate 
possession,  (a)  by  aid  of  the  possessive  sign,  (b)  by  aid  of  the 
preposition  of: 

hero  princess  enemy  mother 


116  CALIFORNIA   SERIES. 

Change  each  of  the  italicized  expressions  below  to  an  equivalent 
expression : 

1.  Moses'  sepulcher  has  never  been  found. 

2.  The  mother  of  Peter's  wife  lay  ill  of  a  fever. 

3.  In  this  place  the  dagger  of  Cassius  ran  through. 

4.  The  naval  heroes  of  England  are  interred  in  St.  Paul. 

5.  The  wife  of  Socrates  was  a  scold. 

6.  The  pioneers  of  California  take  pride  in  their  early  struggles. 

7.  Laertes  was  Polonius'  son. 

8.  Achilles'  shield  was  made  by  Vulcan. 

9.  These  are  times  that  try  the  souls  of  men. 

10.  The  army  of  Xerxes  advanced  to  Marathon. 

11.  Honor  is  the  reward  of  virtue. 

12.  Fortunatus's  purse  was  never  empty. 

13.  The  slipper  of  Cinderella  would  fit  no  one  else. 

14.  The  plays  of  Euripides  are  still  read. 

15.  The  monument  of  Sir  Walter  Scott  is  the  finest  in  Edinburgh. 


LESSON  116. 
The  Possessive  with  the  Infinitive. 

1.  I  have  read  of  King  Arthur  and  his  finding  the  sword 
Excalibur. 

2.  Caesar's  passing  the  Rubicon  is  a  well-known  event. 

What  infinitive  in  the  first  sentence  is  modified  by  the  pronoun  his  f 
What  infinitive  in  the  second  sentence  is  modified  by  Csesar's  f  In  what 
case  is  each  of  these  modifiers  ? 

A  noun  or  pronoun  used  to  limit  an  infinitive  should  have  the 
possessive,  not  the  objective,  form. 

Justify  the  use  of  the  possessives  in  the  following : 

1.  Shakespeare's  writing  the  plays  attributed  to  him  is  doubted  by  some. 

2.  The  story  of  William  Tell's  shooting  the  apple  from  his  son's  head  is 
now  discredited. 

3.  Japan's  being  eager  to  adopt  the  ideas  of  foreign  peoples  makes  it  a 
progressive  nation. 

4.  My  advancing  or  not  advancing  depends  upon  myself. 

5.  Priscilla  smiled  at  John  Alden  and  suggested  his  speaking  for  himself. 


REVISED  ENGLISH  GRAMMAR.  117 

Change  each  of  the  above  infinitives  to  a  noun  clause. 

Model  :  That  Shakespeare  wrote  the  plays  attributed  to  him  is  doubted  by 


Good  Usage — Possessive  with  the  Infinitive. 

[See  direction,  Lesson  22.] 

I  heard  of  his  translating  Caesar. 
I  heard  of  their  translating  Cicero. 

They  spoke  of  my  attending  Harvard. 
They  spoke  of  tlieir  attending  Oxford. 

They  knew  of  our  reading  Homer. 
We  knew  of  their  reading  Shakespeare. 

They  learned  of  Stanley's  traveling  in  Africa. 
They  learned  of  Kennan's  traveling  in  Siberia. 

Remember  that  it  is  the  infinitive,  and  not  the  pronoun,  that  is  the  object  of 
the  preposition.     Be  careful  not  to  say,  I  heard  of  him  translating  Caesar,  etc. 


LESSON  117. 

Derivation  and  Composition  of  Nouns. 

We  have  thus  far  studied  nouns  as  common  and  proper,  con- 
crete and  abstract,  and  collective — a  classification  according  to 
meaning.  Nouns  are  also  classified  according  to  form  into  prim- 
itive, derivative,  and  compound  nouns. 

A  Primitive  Noun  is  one  that  cannot,  in  our  own  language,  be  reduced  to 
a  simpler  form ;  as,  fish,  king,  truth. 

A  Derivative  Noun  is  one  that  is  formed  of  a  primitive  word  and  one  or 
more  additional  syllables;  as,  fish-|-er,  king  +  dom,  king -\- ship,  wn  + truth, 
un-{-tru.th.-\-ful-{-ness,  fish-t-er-|-^. 

A  Compound  Noun  is  one  that  is  composed  of  two  or  more  words,  either  of 
which  may  be  separately  used  ;  as,  king-{-fish,  truth-\- seeker,  whip-{-poor-\-will. 

A  Prefix  is  a  syllable  joined  to  the  beginning  of  a  word  to  make  a  new  word  ; 
as,  un-\-tvuth.,  c?is-j-grace,  wn's+conduct. 

A  Sufax  is  a  syllable  or  other  element  joined  to  the  end  of  a  word  to  make 
a  new  word;  as,  neighbor -j- /lood,  friend -f  s/iip,  joy+ows-j-ness,  grow+t/i, 
warm+</i. 


118 


CALIFORNIA   SERIES. 


Some  of  the  most  important  suffixes  used  in  making  derivative 
nouns  are  as  follows: 


■er 

-or 

-ar 

-ard 

-yer 

-ster 

■ness 

-hood 

-dom 

-ship 

-ity 

-ism 

■kin 

-let 

-ling 

-ock 

-ie 

-ess 


■ist 


Join  each  of  these  suffixes  to  one  of  the  primitive  words  below; 
consider  the  meaning  of  the  derivative  thus  formed^  and  then  tell 
what  the  suffix  means :  * 


lill            lamb 

sweet 

king 

drunk 

man 

duck 

iw            brook 

lie 

team 

friend 

garden 

John 

Tell  the  meaning  of  the  prefix  in  each  of  the  following  nouns: 

midocean  misdeed  offshoot  unkindness  midwinter 

foreknowledge  unbelief  mistake  unrest  insincerity 

Compose  nouns  by  properly  uniting  two  of  the  following  words. 
Make  as  many  compounds  as  you  can,  and  use  hyphens  correctly: 


wood  flag 

hedge  salt 

bird  fish 


deer 

snake 
ball 


star 

black 

rock 


box 
hog 
staff 


shed 
rattle 
hound 


LESSON  118. 


Classify  the  following  list  as  (a)  primitive  nouns;   (b)  derivative 
nouns;  {o.)  compound  nouns : 


sunrise 

wizard 

watcher 

trustfulness 

acre 

oak 

breast 

blackbird 

banker 

spendthrift 

quicksilver 

weakling 

grindstone 

blade 

earldom 

kind 

washtub 

farewell 

finger 

dawn 

neighborhood 

seashore 

deer 

steward 

landlord 

gift 

home 

fisherman 

Annie 

wife 

eyelet 

kingship 

husband 

road 

schoolhouse 

stone 

hamlet 

manikin 

nightmare 

hollowness 

*  The  student  is  advised  to  make  constant  and  careful  reference  to  the  dic- 
tionary, and  to  cultivate  the  habit  of  looking  keenly  at  words. 


REVISED  ENGLISH  GRAMMAR.  119 

Form  abstract  nouns  from  the  following: 

1.  Adjectives.  .  .  hard      bright       honest       patient     true      stupid      slow 

2.  Verbs grow      beUeve      instruct     examine 

3.  Nouns priest     widow       friend        slave 


LESSON   119. 
Choice  of  Nouns. 


The  English  language  has  many  synonyms*  or  words  almost  identical  in 
meaning.  A  proper  command  of  language  requires  that  we  study  these 
meanings,  and  select  the  one  best  fitted  to  express  our  exact  thought.  The 
definitions  here  given  are  only  partial. 

1.  Narrative,  an  orderly  account  of  a  series  of  incidents. 
Description,  statement  of  the  appearance  and  the  qualities 

of  anything. 
Record,  a  simple  statement  of  facts  for  reference. 

2.  Occasion,  a  particular  event. 

Opportunity,  a  fit  or  convenient  time  for  action. 

3.  Character,  the  qualities  belonging  to  an  individual. 
Reputation,  the  estimation  in  which  one  is  held  by  others. 

Study  the  meaning  of  the  words  in  the  above  sets,  and  supply  the 
following  blanks  with  the  ones  that  best  express  the  meaning: 

1.  I  see  my is  at  stake. 

2.  The of  Washington  is  worthy  our  emulation. 

3.  "How  I  found  Livingstone"  is  a of  Stanley's  expedition  into 

Central  Africa. 

4.  Washington  Trving's of  Ichabod  Crane,  the  schoolmaster,  is 

famous. 

5.  Professor  Barnard's of  his  observations  of  the  planet  Jupiter  has 

just  been  published. 

6.  The  opening  of  the  Columbian  Exposition  was  a  great . 

7.  Napoleon  took  advantage  of  every to  gain  power. 

Define  and  use  correctly,  in  sentences,  the  following  sets  of  nouns: 

1.  2.  3.  4. 

number  impostor  specimen  pride 

quantity  imposture  sample  vanity 

*  See  Dictionary,  Crabb's  Synonyms,  and  White's  Words  and  their  Uses. 


120  CALIFORNIA   SERIES. 

LESSON  120. 

Directions  for  Parsing  Nouns. 

Parsing  is  an  orderly  statement  of  the  grammatical  facts  con- 
cerning a  word. 

A  noun  is  parsed  by  stating: 

1.  Class  —  Proper  or  common,  concrete  or  abstract,  collective. 

2.  Gender — Masculine,  feminine,  or  neuter. 

3.  Number — Singular  or  plural. 

4.  Case — Nominative,  possessive,  or  objective. 

5.  Construction — As  subject  or  complement  of  a  verb,  object  of  a  prepo- 
sition, appositive,  possessive  modifier,  or  in  address. 

Model  :  King  Charles  rewarded  the  faithfulness  and  valor  of  his  followers 
with  gifts  of  land  and  gold. 

King  Charles  is  a  proper  noun;  masculine  gender;  singular  number; 
nominative  case ;  the  subject  of  the  verb  rewarded. 

Land  is  a  common  noun,  concrete;  neuter  gender;  singular  number; 
objective  case ;  the  object  of  the  preposition  of 

Faithfulness  is  31.  common  noun,  abstract;  neuter  gender;  singular  num- 
ber ;  objective  case ;  the  object  of  the  verb  rewarded. 

Parse  the  remaining  nouns  of  the  above  sentence. 

Parse  the  nouns  in  the  following  selection : 

Burned  Marmion's  swarthy  cheek  like  fire. 
And  shook  his  very  frame  for  ire. 
And —  "This  to  me  ! "  he  said, 
"  And  't  were  not  for  thy  hoary  beard, 
Such  hand  as  Marmion's  had  not  spared 
To  cleave  the  Douglas'  head  ! 
And  first  I  tell  thee,  haughty  peer, 
He  who  does  England's  message  here, 
Although  the  meanest  in  her  State, 
May  well,  proud  Angus,  be  thy  mate ; 
And,  Douglas,  more  I  tell  thee  here. 

Even  in  thy  pitch  of  pride, 
Here  in  thy  hold,  thy  vassals  near, 

I  tell  thee  thou  'rt  defied !"—  Scott. 


BE  VISED  ENGLISH  GRAMMAR.  121 

LESSON  121. 

Review  of  Nouns. 

By  Topics. — On  the  following  topics  give  a  connected  statement 
of  facts  found  in  the  summaries  of  Lessons  indicated : 

Classes. 

j  Proper  (14). 
f  Common  (14). 
J  Concrete  (101). 
(Abstract  (101). 
Collective  (109). 
Gender  (102). 

Masculine  (102). 
Feminine  (102). 
•Neuter  (102). 
Inflection  (105). 

Number  (105). 

Singular  (105). 
Plural (105). 
Case  (111). 

Nominative  (111). 
Possessive  (111). 
Objective  (111). 
Uses  or  Constructions. 

1.  Subject  of  a  verb  (24). 

2.  Complement  of  a  verb    ]  ^  \   ^}       \  ... 

r  Pred.  Noun  (41). 

3.  Object  of  a  preposition  (61). 

4.  Possessive  modifier  (47). 

5.  Appositive  modifier  (47). 

6.  Direct  address  (111). 
Derivation  and  Composition. 

Primitive  (117). 
Derivative  (117). 
Compound  (117). 

9-G 


122  CALIFORNIA   SERIES. 

By  Questions. — Classification.  —  How  are  nouns  classified  in  regard  to 
meaning?  (117)  What  class  of  nouns  names  substances?  (101)  How  are  sub- 
stances known  to  us  ?  (101)  What  class  of  nouns  names  the  attributes  of 
substances?  (101)  How  does  a  collective  noun  differ  from  a  noun  in  the 
plural  number?  (109) 

Into  what  classes  are  nouns  divided  according  to  form?  (117)  Define  prefix, 
and  give  three  examples.     Define  suffix,  and  give  three  examples. 

Gender. — State  the  gender  of  each  of  the  following  nouns,  give  the  opposite, 
and  state,  in  each  case,  how  the  gender  is  indicated:  wizard,  votaress, 
woman  -  writer. 

Inflection. — For  what  are  nouns  inflected?  (Ill)  What  is  declension?  (Ill) 
In  what  way  is  the  plural  of  nouns  regularly  formed?  (105)  What  is  meant  by 
a  sound's  uniting  with  sf  Give  the  plural  of  each  of  the  following,  and  state 
how  it  is  formed:  party,  loaf,  foot,  5,  ?  (106) 

How  many  forms  are  used  to  express  the  cases  of  nouns?  (Ill)  How  is 
the  possessive  singular  of  nouns  generally  formed ;  the  possessive  plural  ?  (113) 
State  and  illustrate  the  rule  for  forming  the  possessive  of  groups  of  words 
equivalent  to  one  noun ;  of  connected  nouns  showing  joint  possession ;  of 
connected  nouns  showing  separate  possession.  (114) 

Construction.  —  In  what  three  ways  is  the  nominative  case  of  nouns  used ; 
the  objective  case?  (Ill)    What  four  uses  has  the  possessive  case?  (Ill,  116) 

Parsing. — What  is  parsing?  In  parsing  a  noun,  what  grammatical  facts 
may  be  stated?  (120) 

What  is  the  sound  of  th  in  path,  truth,  moth;  in  paths,  truths,  moths  f 
What  is  the  sound  of  s  in  house;  in  houses  f 


LESSON  122. 

REPRODUCTION  OF  A  STORY. 

Lord  Buddha's  First  Work  of  Mercy. 

Read  this  passage  from  ^^The  Light  of  Asia.^^  It  relates  the  inci- 
dent that  awakened  Prince  Sidddrtha  to  the  suffering  inflicted  upon 
helpless  dumb  animals  by  the  cruelty  of  man,  and  which  revealed 
to  him  that  the  mission  of  his  life  was  to  teach  mankind  compassion 
for  all  living  creatures. 

Notice  the  simplicity  of  language,  the  easy,  graceful  way  in  which 
each  incident  is  brought  out,  and  the  directness  with  which  the 
narrative  proceeds  to  its  climax. 


REVISED  ENGLISH  GRAMMAR.  123 

In  the  royal  garden,  on  a  day  in  spring, 

A  flock  of  wild  swans  passed,  voyaging  north    , 

To  their  nest -places  on  Himala's  breast. 

Calling  in  love -notes  down  their  snowy  line 

The  bright  birds  flew,  by  fond  love  piloted ; 

And  Devadatta,  cousin  of  the  prince,* 

Pointed  his  bow,  and  loosed  a  wilful  shaft 

Which  found  the  wide  wing  of  the  foremost  swan 

Broad- spread  to  glide  upon  the  free  blue  road, 

So  that  it  fell,  the  bitter  arrow  fixed, 

Bright  scarlet  blood -gouts  staining  the  pure  plumes. 

Which  seeing.  Prince  Sidd^rtha  took  the  bird 

Tenderly  up,  rested  it  in  his  lap, 

And,  soothing  with  a  touch  the  wild  thing's  fright. 

Caressed  it  into  peace,  with  light,  kind  palms  ; 

And  while  the  left  hand  held,  the  right  hand  drew 

The  cruel  steel  forth  from  the  wound  and  laid 

Cool  leaves  and  healing  honey  on  the  smart. 

Yet  all  so  little  knew  the  boy  of  pain 

That  curiously  into  his  wrist  he  pressed 

The  arrow's  barb,  and  winced  to  feel  it  sting 

And  turned  with  tears  to  soothe  his  bird  again. 

Then  some  one  came,  who  said,  **  My  Prince  hath  shot 
A  swan,  which  fell  among  the  roses  here. 
He  bids  me  pray  you  send  it.     Will  you  send  ? " 
*'Nay,"  quoth  Sidd^rtha,  ''if  the  bird  were  dead 
To  send  it  to  the  slayer  might  be  well. 
But  the  swan  lives ;  my  cousin  hath  but  killed 
The  god -like  speed  which  throbbed  in  this  white  wing." 
And  Devadatta  answered,  "The  wild  thing, 
Living  or  dead,  is  his  who  fetched  it  down ; 
'T  was  no  man's  in  the  clouds,  but  fallen,  't  is  mine. 
Give  me  my  prize,  fair  cousin."    Then  our  Lord 
Laid  the  swan's  neck  beside  his  own  smooth  cheek 

*  The  prince  referred  to  is  Siddartha,  afterwards  known  as  Lord  Buddh,  or 
Buddha,  the  founder  of  the  Buddhist  religion,  one  of  whose  doctrines  is,  "  None 
shall  spill  the  blood  of  life,  or  take  of  flesh,  since  life  is  one,  and  mercy  cometh 
j:  to  the  merciful."    Siddartha  was  born  five  hundred  years  before  Christ.    His 

^"  childhood  was  sheltered  from  all  knowledge  of  pain  and  evil ;  but  when  grown, 

he  left  the  luxuries  of  his  beautiful  home  to  travel  about  his  country  teaching 
love  and  mercy. 


124  CALIFORNIA   SERIES. 

And  gravely  spake,  **  Say  no !  the  bird  is  mine, 
The  first  of  myriad  things  which  shall  be  mine 
By  right  of  mercy  and  love's  lordliness. 
For  now  I  know,  by  what  within  me  stirs, 
That  I  shall  teach  compassion  unto  men 
And  be  a  speechless  world's  interpreter ; 

But,  if  the  Prince  disputes. 
Let  him  submit  this  matter  to  the  wise, 
And  we  will  wait  their  word."     So  it  was  done, 
And  many  thought  this  thing  and  many  that. 
Till  there  arose  an  unknown  priest,  who  said, 
"  If  life  be  aught,  the  savior  of  a  life 
Owns  more  the  living  thing  than  he  can  own 
Who  sought  to  slay — the  slayer  spoils  and  wastes, 
The  cherisher  sustains,  give  him  the  bird :" 
Which  judgment  all  found  just. 

So  our  Lord  Buddh 
Began  his  works  of  mercy. — Edwin  Arnold. 

Write  this  story  in  your  own  language,  either  from  the  outline 
given  below  or  from  one  prepared  by  yourself. 

Topical  Outline. 
Introduction : 

1.  The  royal  garden  and  the  flight  of  the  swans. 

2.  The  shooting  of  the  swan. 

Discussion : 

1.  Prince  Sidd4rtha's  compassionate  care  of  the  bird. 

2.  His  experiment  with  the  arrow. 

3.  Devadatta's  demand  for  the  bird. 

4.  Sidd^rtha's  refusal  and  reasoning. 

5.  Devadatta's  reply. 

6.  Sidd^rtha's  claim  to  the  bird  and  announcement  of  his  mission. 

Conclusion  : 

1.  Dispute  referred  to  the  wise  men. 

2.  Decision  of  the  priest. 


Suggestions. 

As  to  Thought: 

Keep  the  main  point  of  the  story  in  your  mind,  and  make  all 
parts  of  the  narrative  work  toward  this. 


REVISED  ENGLISH  GRAMMAR.  125 

Relate  the  events  in  the  order  of  their  occurrence. 
Do  not  enlarge  on  any  one  point  to  the  neglect  of  another. 
Write  your  sketch  so  that  every  part  of  it  may  be  understood 
by  one  who  has  not  read  the  original. 

As  to  Form  : 

Be  careful  to  keep  your  paper  neat,  and  to  write  legibly. 

Leave  an  inch  margin  on  the  left-hand  side. 

Try  to  have  brief,  clear  sentences  with  modifiers  close  to  the 
parts  they  modify.  Avoid  the  frequent  use  of  the  word  and,  and 
the  stringing  together  of  clauses  not  closely  connected  in  thought. 

Avoid,  also,  the  frequent  use  of  overworked  words,  such  as 
there,  good,  nice,  pretty,  when  you  can  strengthen  your  writing 
by  more  careful  discrimination. 

Consult  your  dictionary  when  in  doubt  as  to  the  meaning  of  a 
word. 

Vary  the  form  of  your  sentences  by  sometimes  contracting 
clauses  to  phrases,  and  phrases  to  words. 

Group  sentences  on  the  same  topic  into  one  paragraph. 

Be  careful  to  use  quotation  marks  when  needed,  and  to  place 
commas  before  and  after  any  words  that  interrupt  a  quotation. 

Do  not  fail  to  begin  your  sentences  with  capital  letters,  and 
end  them  with  proper  marks  of  punctuation. 

Note  the  mistakes  that  you  make,  and  do  not  repeat  the  same 
ones  time  after  time. 

If  you  are  a  poor  speller,  observe  words  carefully  and  train 
your  eyes  to  retain  pictures  of  them. 


LESSON  123. 


Read  Lesson  71,  ^'Lucy  Gray,^^  New  Fourth  Reader.  Male  an 
outline  of  the  chief  points  similar  to  the  outline  in  the  preceding 
lesson.  Using  this  outline  as  an  aid  to  your  memory,  write  the 
story  in  your  own  language. 

Good  poems  for  similar  treatment  are,  ''The  Singing  Leayes."— Lowell. 
"  An  Order  for  a  Picture."— J Kce  Gary.     "  John  Gilpin's  B.ide."—Cowper. 


126  CALIFORNIA   SERIES. 


LESSON  124. 


Select  some  adventure  or  visit  of  your  own  of  the  kind  suggested 
below.  Make  a  topical  outline  of  its  points,  and  then  enlarge  your 
outline  to  a  full  narration: 

The  Doings  of  Two  English  Sparrows.  The  Ride  to  Glacier  Point. 

Queer  Ways  of  a  Bluejay.  Digging  for  Clams. 

Finding  a  Trap-  door  Spider's  Nest.  Climbing  Mount  Diablo. 

How  I  Shot  a  Deer.  A  Day  in  a  Hop  -  Field. 

How  I  Caught  a  Salmon  Trout.  What  I  Saw  on  a  Dairy  Farm. 

How  I  Found  a  Bee  -Tree.  How  1  Broke  a  Colt. 

An  Adventure  in  a  Boat.  A  Visit  to  the  Electrical  Works. 

A  Day's  Camping  in  the  Coast  Range.  What  I  Saw  at  the  Iron  Works. 


LESSON   125. 

On  the  following  heads  write  paragraphs  such  as  you  read  in  the 
"  locaW  of  the  newspapers  : 

A  Fire.  —  Early  this  morning  our  quiet  town  was  startled  by  an  alarm  of 
fire — 


A  Flag -Raising.'— A  flag -raising  will  take  place  to-day  at  the  Breed 
Street  school,  in  this  city.     Pupils  will  assemble -. 


Railroad  Accident. — Yesterday,  as  the  cars  were  starting  from  the  mole, 


REVISED  ENGLISH  GRAMMAR.  127 

LESSON  126. 

PRONOUNS. 

Personal  Pronouns. 

1.  Now  I  lay  me  down  to  sleep.— iVew  England  Primer. 

2.  You  have  taught  your  name  to  half  the  globe.— iJo^me^. 

3.  For  the  peace  of  his  soul  he  read  that  book.— ^ood. 

4.  She  was  an  only  child  —  her  name  GineYYSi.—  Rogers. 

In  the  above  sentences,  name  the  pronouns  and  tell  which  indicate  the 
person  speaking,  which  the  person  spoken  to,  and  which  the  person  spoken  of. 

Pronouns  which  show  by  their  form  whether  they  denote  the  speaker , 
the  person  spohen  to,  or  the  person  spoken  of,  are  called  Personal 
Pronouns. 

A  pronoun  that  denotes  the  speaker  is  called  a  pronoun  of  the 
First  Person. 

A  pronoun  that  denotes  the  person  spoken  to  is  called  a  pronoun 
of  the  Second  Person. 

A  pronoun  that  denotes  the  person  or  thing  spoken  of  is  called  a 
pronoun  of  the  Third  Person. 

Nouns  have  no  distinction  of  person. 

The  personal  pronouns  are  I,  thou,  he,  she,  and  it,  with  their 
different  forms  and  compounds. 

Name  the  person  of  the  pronouns  in  the  following  sentences : 

1.  And  for  bonnie  Annie  Laurie  I  'd  lay  me  down  and  die. —  Old  Song. 

2.  They  praised  him  soft,  and  low. —  Tennyson. 

3.  My  son,  if  sinners  entice  thee,  consent  thou  not. — Bible. 

4.  Give  every  man  thy  ear,  but  few  thy  voice. — Shakespeare. 

5.  The  village  master  taught  his  little  school. —  Goldsmith. 

6.  Do  not  lift  him  from  the  bracken, 

Leave  him  lying  where  he  fell. — Aytoun. 

7.  Now  mine  eye  seeth  Thee.* — Bible. 

8.  You  wore  your  grief  like  a  glory. — Sangster. 


*  A  personal  pronoun  standing  for  the  name  of  the  Deity  should  begin  with 
a  capital  letter  when  there  is  any  doubt  about  what  it  stands  for. 


128  CALIFORNIA   SERIES. 

9.  Away  she  ran  and  her  friends  began 

Each  tower  to  search  and  each  nook  to  scan. — Bayly. 

10.  I  do  not  love  thee,  Dr.  Fell, 

The  reason  why  I  can  not  tell, —  Brown. 

11.  I  love  thy  rocks  and  rills. — S.  F.  Smith. 


Compound  Personal  Pronouns. 

1.  David  hid  himself  in  the  field. 

2.  The  king,  himself,  has  followed  her. 

Of  what  two  words  is  each  italicized  pronoun  in  the  above  sentences 
formed  ? 

Pronouns  formed  by  adding  self  or  selves  to  the  pronouns  my, 
our,  thy,  your,  him,  her,  it,  and  them  are  called  Compound 
Personal  Pronouns. 

Form  compounds  by  uniting  self  and  selves  with  the  pronouns 
given  in  the  last  paragraph. 

The  compound  personal  pronouns  are  used  (1)  as  objects  to 
denote  the  same  person  or  thing  as  the  subject  of  the  verb,  (2)  to 
express  emphasis. 

In  which  of  these  ways  is  himself  used  in  each  of  the  sentences  above? 

Use  the  compounds  of  our,  your,  and  them,  in  each  of  the  ways 
given  above. 

LESSON  127. 
Interrogative  and  Relative  Pronouns. 

1.  Who  planted  this  old  apple-tree?— ^ryan^. 

2.  Which  is  the  wind  that  brings  the  cold?— Stedman. 

3.  What  constitutes  a  state?— J^ones. 

Which  words  in  these  sentences  are  used  to  ask  questions  ?  What  part  of 
speech  is  each?    (See  Lesson  21.) 

The  pronouns  who,  which,  and  what,  when  used  to  ask  ques- 
tions, are  called  Interrogative  Pronouns. 


REVISED  ENGLISH  GRAMMAR.  129 

Who  is  used  with  reference  to  persons ;  what  with  reference  to 
anything  else,  whether  animals  or  things;  which  asks  for  one 
out  of  a  definite  number. 


1.  Hail  to  the  chief  who  in  triumph  advances.— Sco«. 

2.  Earth  has  no  sorrow  that  heaven  cannot  heal.— ifoore. 

3.  The  rust  rots  the  steel  which  use  preserves.— 5wZ«;er. 

4.  They  know  not  what  they  do— Bible. 

Read,  separately,  the  clauses  in  the  first  sentence.  What  pronoun  intro- 
duces the  dependent  clause  and  joins  it  to  the  noun  chief  f 

A  pronoun  that  introduces  a  clause  and  joins  that  clause  to  a 
noun  or  pronoun  in  the  same  sentence,  is  called  a  Conjunctive,  or 
more  commonly,  a  Relative*  Pronoun. 

The  noun  or  pronoun  to  which  the  relative  pronoun  relates  is  called 
its  Antecedent. 

Give  the  clauses  in  the  second  sentence.  What  is  the  relative  pronoun  ? 
What  is  its  antecedent  ? 

Give  the  clauses,  the  relative  pronoun,  and  its  antecedent  in  the  third 
sentence  ? 

Give  the  relative  pronoun  in  the  fourth  sentence. 

The  relative  pronouns  are  who,  which,  that,  and  what. 

Who  is  used  in  speaking  of  persons. 

Which  is  used  in  speaking  of  inferior  animals,  or  things. 

That  is  used  in  speaking  of  persons,  animals,  or  things. 

What  differs  from  the  other  relatives  in  not  having  an  antece- 
dent expressed  in  the  sentence.  In  itself  it  implies  both  antece- 
dent and  relative,  being  equal  to  that  which;  as, 

What  he  does  is  right;  i.  e.,  That  is  right  which  he  does  (that  is  the  ante- 
cedent, and  which  the  relative). 


1.  Whoever  fights,  whoever  falls. 

Justice  conquers  eyeYmore.— Emerson. 

2.  He  shall  bear  his  judgment  whosoever  he  he.— Bible. 

3.  Whatsoever  he  doeth  shall  prosper.— 5i6Ze. 

*  So  called  because  it  refers  or  relates  to  some  noun  in  the  same  sentence. 


130  CALIFORNIA   SERIES. 

How  are  the  italicized  pronouns  in  the  foregoing  sentences  formed  ? 

Pronouns  formed  by  adding  ever  or  soever  to  who,  which,  and 
what,  are  called  Compound  Relative  Pronouns. 

The  antecedent  impHed  in  the  compound  relative  pronoun  is  of  an  indefi- 
nite character,  equivalent  to  any  one,  any  thing,  any  one  of  them. 


LESSON  128. 
Demonstrative  and  Indefinite  Pronouns. 

1.  This  is  San  Francisco  Bay  at  our  feet. 

2.  That  is  the  Golden  Gate  in  the  distance. 

What  word  is  used  to  point  out  or  direct  the  attention  to  the  thing  spoken 
of  in  the  first  sentence?    In  the  second  sentence? 

The  words  this  and  that,  with  their  'plurals  these  and  those, 
when  used  to  point  out  or  direct  the  attention  to  the  thing  spoken 
of,  are  called  Demonstrative  Pronouns. 

This  and  these  indicate  something  nearer;  that  and  those  some- 
thing farther  off. 


1.  Few,  few  shall  part  where  many  meet. 

2.  All  join  to  guard  what  each  desires  to  gain. 

In  the  above  sentences,  what  nouns  do  few,  many,  all,  and  each  seem  to 
imply  ?    In  what  way,  then,  do  these  words  have  a  likeness  to  pronouns  ? 

Certain  words  which  may  stand  for  nouns  or  which  may  modify 
nounSy  are  called  Indefinite  Pronouns;  as, 


some 

all 

any 

both 

many 

one 

few 


each 

either 

neither 


none 

aught 

naught 


such 
other 


The  compounds  of  some,  any,  every,  and  no  with  one,  thing,  and  body,  are, 
by  some  grammarians,  included  in  this  list.  Each  other  and  one  another  are 
now  used  as  if  simple  pronouns. 


REVISED  ENGLISH  GRAMMAR.  131 

Most  of  the  words  of  this  list  occupy  a  kind  of  intermediate 
position  between  pronouns  on  the  one  hand  and  adjectives  and 
nouns  on  the  other ;  as, 

1.  ^/ac/i  seemed  the  center  of  his  own  fair  world,     (pronoun.) 

2.  ^ac/t  ivied  arch  is  in  decay,    (adjective.) 

Perhaps  the  simplest  way  is  to  call  them  adjectives  when  they 
qualify  a  noun  that  is  expressed,  and  pronouns  when  they  stand 
for  a  noun  that  is  omitted. 


LESSON  129. 


Give  the  class  of  each  pronoun  in  the  following  sentences.  Name 
the  antecedent  of  each  relative  pronoun,  whether  it  is  actually  ex- 
pressed or  is  only  implied  in  the  pronoun  itself: 

1.  These  were  thy  charms,  sweet  village. — Goldsmith. 

2.  Fill  each  hour  with  what  will  last. — Bonar. 

3.  Is  your  father  well,  the  old  man  of  whom  ye  spake? — Bible. 

4.  There  is  a  calm  for  those  who  weep. — Montgomery. 

5.  It  is  one  thing  to  be  well  informed ;  it  is  another  to  be  wise. — Robertson. 

6.  This  was  the  noblest  Roman  of  them  all. — Shakespeare. 

7.  We  judge  ourselves  by  what  we  feel  capable  of  doing,  while  others 
judge  us  by  what  we  have  done. — Longfellow. 

8.  Here  's  a  sigh  to  those  who  love  me. 
And  a  smile  to  those  who  hate. — Byron. 

9.  This  is  the  forest  primeval. — Longfellow. 

10.  What  shall  he  have  that  killed  the  deer? — Shakespeare. 

11.  They  are  slaves  who  dare  not  be 

In  the  right  with  two  or  three. — Lowell. 

12.  Envy  blackens  that  which  is  above  it. — Senn. 

13.  What  hidest  thou  in  treasure  -  caves  and  cells? — Hemans. 

14.  Which  is  the  wind  that  brings  the  rain? — Stedman. 

15.  Boast  not  thyself  of  to-morrow;  for  thou  knowest  not  what  a  day 
may  bring  forth. — Bible. 

16.  Whatsoever  thy  hand  finds  to  do,  do  it  with  thy  might. — Bible. 

17.  None  knew  thee  but  to  love  thee. — Halleck. 

18.  Both  were  young,  and  one  was  beautiful. — Byron. 

19.  I  am  monarch  of  all  I  survey. — Cowper. 

20.  Each  had  his  place  appointed,  each  his  course. — Milton. 


132  CALIFORNIA   SERIES. 

LESSON  130. 
Combining  Sentences. 

Combine  each  of  the  following  groups  of  detached  sentences  into 
one  well-arranged  sentenQe,  using  relative  pronouns  where  possible: 

Model  : 

Detached. — The  child  had  been  little  Nell's  friend.  He  came  there  almost 
as  soon  as  it  was  day.  He  brought  an  offering  of  dried  flowers.  He  begged 
them  to  lay  the  flowers  upon  her  breast. 

Combined. — The  child  who  had  been  little  Nell's  friend,  came  there  almost 
as  soon  as  it  was  day,  with  an  offering  of  dried  flowers,  which  he  begged 
them  to  lay  upon  her  breast. 

1.  At  last  the  Mayflower  is  ready  for  the  home  voyage.  All  the  people 
gather  at  the  shore.  They  are  the  people  whom  death  has  spared.  They 
wish  to  see  the  Mayflower  sail.  They  wish  to  send  fond  messages  to  the 
dear  ones.     The  dear  ones  are  waiting  anxiously  in  old  England. 

2.  The  title  of  greatness  cannot  be  denied  to  a  man  like  Washington.  He 
spent  his  life  in  establishing  the  glory,  the  prosperity,  and  the  independence 
of  his  country.  He  succeeded  in  all  that  he  undertook.  His  successes  were 
never  won  at  the  expense  of  honor. 

3.  Napoleon  has  left  an  undying  record  of  himself  in  history.  He  raised 
himself  from  obscurity  to  a  throne.  He  sent  the  terror  of  his  name  across 
seas  and  oceans.  He  broke  down  the  awful  barrier  of  the  Alps  and  made 
them  a  highway. 

4.  Scotland  is  famed  for  many  good  reasons.  One  fact  more  than  any 
other  has  given  it  renown.  It  is  the  native  land  of  Walter  Scott.  His  pen 
has  made  Scottish  landscape  and  Scottish  history  known  the  world  over. 

5.  Abraham  Lincoln  was  the  thirteenth  President  of  the  United  States. 
He  was  distinguished  for  his  integrity,  wisdom,  and  kindness  of  heart.  Pie 
was  beloved  by  the  nation.  He  was  murdered  by  one  of  his  own  country- 
men. 


LESSON  131. 
Inflection  of  Pronouns. 


He  saw  the  bear.  They  saw  the  bear. 

The  bear  saw  him.  The  bear  saw  them. 

His  gun  was  loaded.  Their  guns  were  loaded. 


REVISED  ENGLISH  GRAMMAR.  133 

Which  forms  of  the  pronoun  in  these  sentences  indicate  one  person? 
Which  indicate  more  than  one  person  ? 

Which  forms  of  the  pronoun  are  used  as  subjects  of  the  verb ;  as  objects ; 
as  possessive  modifiers  ? 

Some  pronouns,  like  nouns,  are  inflected  for  Number  and  Case. 
The  inflection  of  the  pronoun,  like  that  of  the  noun,  is  called 
Declension.  Only  personal  pronouns  and  the  interrogative  and 
relative  pronoun  who  are  declined. 

Nouns,  as  we  have  seen,  have  the  same  form  for  the  objective 
and  for  the  nominative  case.  Many  pronouns  have  a  special  form 
for  the  objective  case  different  from  that  for  the  nominative ;  as, 
he,  him;  they,  them;  who,  whom. 


Declension  of  Personal  Pronouns. 

Pronoun  of  the  First  Person. 
Singular.  Plural. 

Nom. —  I  Nom. — we 

Poss.  — my,  or  mine  Poss.  — our,  or  ours 

Obj.   — me  Obj.  — us 

There  cannot  be  a  plural  of  /,  strictly  speaking.  We  does  not 
mean  /+/,  as  horses  means  horse-]- horse.  We  signifies  really 
I-\-you,  or  I -\- they. 

Pronoun  of  the  Second  Person. 
Singular.  Plural. 

Nom. — thou  Nom. — ye,  or  you 

Poss.  — thy,  or  thine  Poss.  — your,  or  yours 

Obj.   — thee  Obj.  — you 

Thou,  the  second  person  singular,  is  no  longer  in  common  use. 
It  is  now  chiefly  used  in  prayer  and  in  poetry;  as, 

Be  Thou  the  trembUng  sinners  stay. 

The  plural  pronoun  you  is  used  in  ordinary  speech,  whether 
one  or  more  than  one  person  is  addressed;  as, 

1.  You  are  merry,  my  lord,     (one  person.) 

2.  You  are  not  wood,  you  are  not  stone,  but  men.    (two  or  more  persons.) 


134  CALIFORNIA   SERIES. 

Thou  and  ye  are  often,  like  nouns  in  the  nominative  case,  used 
in  direct  address ;  as, 

O  Thou  above,  how  mighty  is  Thy  name. 


Pronoun  of  the  Third  Person. 

Singular. 

Masc. 

Fern. 

Neuter. 

Plural. 

Nom. —  he 

she 

it 

they 

Foss. — his 

her,  or  hers 

its 

their,  or  theirs 

Obj.  — him 

her 

it 

them 

The  personal  pronoun  of  the  third  person  has  distinctions  of 
gender  to  indicate  the  sex  of  the  person  spoken  of.  That  is,  we 
use  one  pronoun  when  the  object  referred  to  is  a  male,  another 
when  it  is  a  female,  and  still  another  when  it  is  of  neither  sex. 

The  pronoun  he  is  sometimes  used  to  refer  to  a  noun  which  may 
denote  a  person  of  either  sex;  as, 

Treat  your  friend  as  if  he  might  become  an  enemy. 

The  pronoun  it  is  often  used  to  refer  to  young  children  or  to 
animals  where  sex  is  not  considered ;  as, 

1.  A  Bimple  child,  2.  Andis  the  swallow  gone  ^ 

That  lightly  draws  its  breath.  Who  beheld  it  f 

And  feels  its  life  in  every  limb,  Which  way  sailed  it  f 

What  should  it  know  of  death  ?  Farewell  bade  it  none  ? 

—  Wordsworth.  — Howitt. 

The  possessive  forms  m^/,  thy,  our,  your,  and  their  are  used  with 
nouns  as  modifiers ;  and  the  forms  mine,  thine,  hers,  ours,  yours, 
and  theirs  are  used  when  no  noun  is  expressed;  as, 

1.  Grieve  not  my  child,  chase  all  thy  fears  away. 

2.  When  a  man  deceives  me  once,  it  is  his  fault;  when  twice,  it  is  mine. 

Mine  and  thine,  however,  are  sometimes  used  in  poetry  and  in 
the  Bible  for  my  and  thy  before  words  beginning  with  a  vowel 
sound;  as, 

1.  I  love  to  hear  thine  earnest  voice. 

2.  Mine  eyes  have  seen  the  glory. 

Possessive  pronouns  never  take  an  apostrophe. 


REVISED  ENGLISH  GRAMMAR.  135 

The  compound  personal  pronouns  of  the  singular  number  form 
their  plurals  by  making  both  parts  plural ;  as,  myself,  ourselves; 
thyself,  yourselves. 

Declension  of  Who. 

(Interrogative  and  Relative.) 
Sing,  and  Plu.     .     .  Norn,  who  Poss.  whose  Obj.  whom 

The  other  relative  pronouns,  which,  that,  and  what,  are  not 
declined,  but  whose  is  often  used  as  the  possessive  form  of  which. 


Pronouns  in  the  nominative  case,  besides  being  used  as  the 
subject  of  the  verb,  are,  like  nouns,  also  used  in  the  predicate  to 
describe  the  subject ;  as. 

It  is  /,  be  not  afraid.     Their  woes  were  many,  and  their  joys  were  few. 


LESSON  132. 
Good  Usage  in  Pronouns.  —  Case. 

[See  direction,  Lesson  22.J 

He  and  I  are  cousins. 
She  and  I  are  classmates. 
You  and  I  are  students. 


This  is  for  you  and  me. 
This  is  for  you  and  him. 
This  is  for  you  and  her. 


Tliey  visited  you  and  me. 
They  invited  her  and  me. 
They  expected  him  and  me. 

The  only  strangers  there  were  you  and  I. 
The  only  singers  there  were  she  and  I. 
The  only  speakers  there  were  he  and  I. 

Who  is  married  ?  Who  followed  him? 

Whom  did  he  marry  ?        .  Whom  did  he  follow  ? 

Who  was  forsaken ?  WTio  was  honored? 

Whom  did  he  forsake?  Whom  did  he  honor? 


136  CALIFORNIA   SERIES. 

Be  careful  not  to  use  the  objective  forms  of  the  pronoun  where  the  nomi- 
native are  required,  or  nominative  forms  where  objective  are  required.  Do 
not  say,  Him  and  me  are  cousins ;  This  is  for  you  and  I,  etc. 


LESSON  133. 
The  Agreement  of  Pronouns. 

1.  It  was  an  Abyssinian  maid, 
And  on  her  dulcimer  she  played. 

2.  Every  man  is  the  architect  of  his  own  fortune. 

3.  The  young  maple  trembled  as  it  listened. 

In  the  first  sentence,  for  what  noun  do  the  pronouns  her  and  she  stand? 
Give  the  number  and  gender  of  the  noun  maid.  Give  the  number  and 
gender  of  the  pronouns  she  and  her\  In  the  second  sentence,  what  pronoun 
stands  for  the  noun  man  f  Give  the  number  and  gender  of  the  noun  and 
pronoun.  In  the  third  sentence,  give  the  number  and  gender  of  the  noun 
and  of  the  pronoun  that  stands  for  it. 

A  pronoun  agrees  in  number  and  gender  with  the  noun  for  which 
it  stands. 

Only  personal  pronouns  of  the  third  person  singular  have  forms 
to  denote  gender. 

Personification. 

Objects  possessing  no  sex  are  often  personified ;  that  is,  given 
the  characteristics  of  either  sex.  In  such  cases  the  pronoun  must 
correspond  in  gender  with  the  noun  for  which  it  stands. 

Objects  remarkable  for  size  or  power  are  usually  personified  in 
the  masculine  gender;  those  remarkable  for  beauty  or  grace,  in 
the  feminine;  as, 

1.  The  oafc  shall  send /lis  roots  abroad. —  Bryant. 

2.  I  heard  the  trailing  garments  of  the  night 

Sweep  through  her  marble  halls. — Longfellow. 

3.  Yet  a  few  more  days,  and  thee, 

The  all -beholding  swn  shall  see  no  more 
In  all  his  course. — Bryant. 

4.  The  lotus  lifted  her  golden  crown. — Longfellow. 


REVISED  ENGLISH  GRAMMAR.  137 

In  what  member  and  gender  are  the  following  pronouns  ?    Why  f 

Model:  1.  The  stag,  at  eve,  liad  drunk  his  fill. 
2.  The  lotus  lifted  her  golden  crown. 

1.  In  this  sentence  the  pronoun  his  is  in  the  singular  number,  masculine 
gender,  to  agree  with  the  noun  stag,  for  which  it  stands. 

2.  In  this  sentence  the  pronoun  her  is  in  the  singular  number,  feminine 
gender,  to  agree  with  the  noun  lotus,  which  is  feminine  by  personification. 

1.  When  a  man  has  not  a  good  reason  for  doing  a  thing,  he  has  one  good 
reason  for  letting  it  alone. 

2.  The  skipper  had  taken  his  little  daughter  to  bear  him  company. 

3.  The  Father  of  Waters  seizes  the  hills  in  his  hands. 

4.  Great  talkers  are  like  broken  pitchers :  they  hold  nothing. 

5.  Rome  bound  with  oak  her  patriots'  brows. 

6.  The  shrill  lark  carols  clear  from  her  aerial  tower. 


LESSON  134. 


//*  we  should  personify  the  objects  indicated  by  the  following 
names,  which  would  be  masculine  and  which  feminine  f 

earth  sun  moon  night  death  love 

nature  winter  war  justice  time  liberty 

Compose  examples  properly  personifying  a  lily,  a  mountain,  the 
ocean,  the  moon,  associating  with  each  its  proper  pronoun. 

Copy  from  your  Reader  five  extracts  containing  personified  nouns, 
and  tell  what  gender  they  take. 


Good  Usage  in  Pronouns. — Agreement. 

[See  direction,  Lesson  22.) 

1.  He  observes  for  himself. 

2.  They  observe  for  themselves. 
3.  Each  boy  should  rely  on  himself. 

4.   All  boys  should  rely  on  themselves. 
5.  Every  man  should  respect  himself. 

6.  All  men  should  respect  themselves. 

Be  careful  to  have  pronouns  agree  in  the  singular  and  plural  form  with  the 

10-Q 


138  CALIFORNIA    SERIES. 

nouns  for  which  they  stand.     Do  not  say,  Each  boy  should  rely  on  them- 
selves; Every  man  should  respect  themselves. 

Remember,  also,  that  there  is  no  such  pronoun  as  hisself  or  theirselves. 


LESSON  135. 
Directions  for  Parsing  Pronouns. 
A  pronoun  is  parsed  by  stating : 

1.  Class — Personal,  interrogative,  relative,  demonstrative,  or  indefinite. 

2.  Person — First,  second,  or  third. 

3.  Gender — Masculine,  feminine,  or  neuter. 

4.  Number —  Singular  or  plural. 

5.  Case  —  Nominative,  possessive,  or  objective. 

6.  Construction  —  Subject  or  object  of  a  verb,  predicate  pronoun,  or  object 
of  a  preposition. 

Model  :  They  never  fail  ivho  die  in  a  great  cause. 

They  is  a  personal  pronoun ;  third  person ;  plural  number ;  nominative 
case ;  subject  of  the  verb  fail. 

Who  is  a  relative  pronoun;  its  antecedent  is  they;  who  introduces  the 
adjective  clause  who  die  in  a  great  cause,  and  joins  it  to  they.  It  is  of  the 
third  person,  plural  number,  because  its  antecedent  is  of  the  third  person, 
plural  number ;  and  in  the  nominative  case,  subject  of  the  verb  die. 

Observations.  —  If  the  pronoun  is  a  relative,  its  antecedent  (whether 
actually  expressed  in  the  sentence  or  implied  in  the  pronoun  itself)  should 
be  pointed  out. 

When  the  antecedent  of  a  relative  is  a  pronoun  of  the  first,  second,  or 
third  person,  the  relative  shares  the  person  of  its  antecedent. 

Only  pronouns  of  third  person  singular  distinguish  gender. 

Parse  the  pronouns  in  the  following: 

1.  God  bless  the  man  who  first  invented  sleep. 

2.  He  whom  the  gods  love,  dies  young. 

3.  Some  of  his  skill  he  taught  to  me. 

4.  Who  hath  redness  of  eyes  ? 

5.  These  are  Thy  glorious  works,  Parent  of  Good. 

6.  Dress  drains  our  cellar  dry,  and  keeps  our  larder  clean. 

7.  Ye  who  love  mercy,  teach  your  sons  to  love  it,  too. 


REVISED  ENGLISH  GRAMMAR.  139 

LESSON  136.  'IP0'E^ 

Review  of  Pronouns.  -^--- '-- - 

By  Topics.  — Give  a  general  statement  of  the  facts  concerning 
the  topics  found  in  Lessons  indicated  : 

Classes. 

Personal  (126). 
Interrogative  (127). 
Relative  (127). 
Demonstrative  (128). 
Indefinite  (128). 

Inflection  (131).* 
Number. 

Singular. 
Plural. 

Case. 

Nominative. 

Possessive. 

Objective. 

Constructions. 

1.  Subject  of  a  verb  (24). 

2.  Complement  of  a  verb    !      •'       ^     f- 

^  ^Pred.  Pron.  (131). 

3.  Object  of  a  preposition  (61). 

4.  Possessive  modifier  (47). 

5.  Appositive  modifier  (47). 

6.  Direct  address  (131). 

By  Questions. — Classes. — Name  the  five  personal  pronouns.  (126)  How- 
are  compound  personal  pronouns  formed?  (126)  Name  and  illustrate  the 
uses  of  who,  what,  and  which  as  interrogative  pronouns.  (127)  The  uses  of 
who,  which,  and  that  as  relative  pronouns.  (127)  Explain  the  peculiarity  of 
what  in  relation  to  its  antecedent.  (127)  Name,  and  use  in  a  sentence,  the 
demonstrative  pronouns  that  indicate  something  near.  (128)     That  indicate 

*  For  statement  respecting  inflection  write  tables  of  declension. 


140  CALIFORNIA    SERIES. 

something  farther  otf.  (128)  Name,  and  illustrate  the  use  of,  two  words  that 
may  be  used  either  as  indefinite  pronouns  or  as  adjectives.  (128) 

Inflection. — What  pronouns  are  decHned?  (131)  Name  all  the  personal 
pronouns  of  the  singular  number.  (131)  Of  the  plural  number.  (131)  Name 
the  demonstrative  pronouns  of  the  singular  number.  (128)  Of  the  plural 
number.  (128)  What  does  the  plural  of  the  pronoun  /  show  ?  (131)  How  does 
it  dijffer-from  the  plural  of  dollar  f  (131)  What  personal  pronoun  is  used  in 
both  the  singular  and  the  plural  number?  (131)  How  is  the  plural  of  com- 
pound personal  pronouns  formed?  (131) 

In  what  way  do  the  nominative  and  objective  forms  of  the  noun  and  pro- 
noun diflfer?  (131)  Name  the  nominative  forms  of  the  personal  pronouns  in 
both  numbers.  (131)  Nametlie  objective  forms.  (131)  Name  the  possessive 
forms  of  the  personal  pronoun  that  are  followed  by  the  noun.  (131)  That  are 
not  so  followed.  (131)  How  does  the  manner  of  forming  the  possessive  of 
pronouns  differ  from  the  manner  of  forming  the  possessive  of  nouns?  (131) 
What  pronoun  is  used  as  the  possessive  of  both  who  and  which  f  (131)  Illus- 
trate the  correct  use  of  nominative  forms  of  personal  pronouns.  (132)  Of 
relative  pronouns.  (132)  Illustrate  the  correct  use  of  objective  forms  of  the 
personal  pronoun.  (132)     Of  the  relative  pronoun.  (132) 

Person. — What  distinctions  have  pronouns  that  we  do  not  find  in  nouns? 
(126).  When  is  a  relative  pronoun  said  to  take  a  distinction  of  person?  (135) 

Gender. — In  what  pronoun  do  we  find  a  distinction  of  gender  ?  (131)  How^ 
is  the  pronoun  he  sometimes  used  with  reference  to  sex?  (131)  The  pronoun 
ii^  (131) 

Agreement.  —  Give  and  explain  a  sentence  to  illustrate  the  agreement  in 
number  and  gender  of  a  personal  pronoun  with  the  noun  for  which  it 
stands.  (133)  The  agreement  in  number  and  gender  of  a  comj^ound  personal 
pronoun  with  its  noun.  (133)  The  agreement  in  gender  of  a  pronoun  with 
the  noun  personified  for  which  it  stands.  (133) 

Construction. — What  does  a  compound  personal  pronoun  denote  when 
used  as  an  object?  (126)    Give  and  illustrate  its  other  use.  (126) 


LESSON  137. 

REPRODUCTION  OF  A  STORY. 

The  Gourd  and  the  Palm. 

''How  old  art  thou  ?"  said  the  garrulous  gourd, 
As  o'er  the  palm  -  tree's  crest  it  poured 


REVISED  ENGLISH  GRAMMAR.  141 

Its  spreading  leaves  and  tendrils  fine, 

And  hung  a -bloom  in  the  morning  shine. 
^'A  hundred  years,"  the  palm-tree  sighed. 
"And  I,"  the  saucy  gourd  replied, 
"  Am  at  most  but  a  hundred  hours, 

And  overtop  thee  in  the  bowers  ! " 

Through  all  the  palm  -  tree's  leaves  there  went 

A  tremor  as  of  self  -  content. 
"  I  live  my  life,"  it  whispering  said, 
"See  what  I  see,  and  count  the  dead; 

And  every  year,  of  all  I  've  known, 

A  gourd  above  my  head  has  grown 

And  made  a  boast,  like  thine  to-day; 

Yet  here  /  stand -r- but  where  are  theyf^^ 

—  From  the  Persian. 


Abstract. 


An  abstract*  is  a  condensed  statement  of  another's  thought. 
The  most  important  ideas  are  presented  in  the  same  order  as  in 
the  original,  but  the  details  are  omitted. 

Abstract  of  the  Gourd  and  the  Palm. 

A  gourd  a  few  hours  of  age  boasted  that  it  was  taller  than  a  palm  a 
century  old,  round  which  it  twined. 

The  palm  softly  replied  that  every  year  of  its  long  life  a  gourd  had  shot 
over  its  head  and  made  the  same  boast ;  yet  it  still  stood,  while  the  gourds 
had  vanished  from  the  earth. 

Directions. — To  write  an  abstract,  read  carefully  the  whole  of  the  sketch, 
story,  or  poem  you  are  to  condense.  Select  five  or  six  of  the  most  important 
topics,  and  arrange  them  in  the  proper  order. 

Consider  the  relative  importance  of  the  topics  and  the  amount  of  space 
properly  belonging  to  each.  Do  not  give  more  details  in  one  part  than  in 
another. 

*An  abstract  differs  from  an  outline  in  being  expressed  in  complete  sen- 
tences. 


142  CALIFORNIA   SERIES. 

Express  clearly,  in  complete  sentences,  what  you  wish  to  say  upon  each 
topic,  avoiding  the  author's  language  except  where  it  is  necessary  to  the 
meaning. 

Make  an  abstract  of  the  poem  "  Opportunity,^^  hy  E.  R.  Sill,  in 
the  supplement  to  the  New  California  Fourth  Reader;  or  of  "  The 
Mountain  and  the  Squirrel,'^  by  R.  W.  Emerson. 


LESSON  138. 
Amplification. 


An  amplification  is  the  opposite  of  an  abstract.  An  amplifi- 
cation is  an  expanded  statement  of  another's  thought. 

Things  left  unsaid,  or  only  hinted  at  in  the  original,  are  fully  expressed  in 
the  amplification.  Details  left  in  the  original  to  the  imagination  may  be 
freely  supplied. 

Amplification  of  the  Gourd  and  the  Palm. 

One  summer,  long  ago,  a  gourd  sprung  swiftly  into  life  among  a  grove  of 
palms  in  an  oasis  of  the  Persian  desert. 

It  wound  itself  about  the  slender,  graceful  trunk  of  one  of  these  stately 
trees,  and  in  a  few  mornings  flung  its  coarse  leaves  and  gaudy  flowers  above 
the  palm's  beautiful  crown  of  green  plumes. 

"  How  old  are  you?"  asked  the  gossiping  vine  of  the  still,  old  tree. 

"One  hundred  years,"  answered  the  palm,  rustling  its  leaves. 

"  O,"  laughed  the  saucy  gourd ;  "  how  slow  and  dull  you  must  be.  Why, 
it  is  scarcely  a  hundred  hours  since  I  burst  from  the  earth  below,  and  now  I 
wave  my  blossoms  far  above  your  topmost  leaf." 

Through  the  palm-tree's  leaves  there  breathed  a  sigh  of  deep  content. 

"  I  live  my  life  as  it  was  ordered,"  it  said  gently.  ''  I  have  seen  caravans 
come  and  go,  and  have  heard  men  tell  their  tales  of  joy  and  sorrow  as  they 
rested  in  my  shade  and  ate  the  fruit  I  bore  for  them.  I  have  seen  these 
sons  of  men  grow  old  and  die.  I  have  seen  temples  built  and  buried  from 
sight  under  the  drifting  sands,  and  every  year  I  have  smiled  to  watch  a 
climbing  gourd  mount  above  my  head  and  flaunt  its  greenness  and  bloom, 
and  put  forth  its  idle  boast  of  strength  and  power  as  you  do  to-day.  I  am 
still  alive  and  in  my  prime,  but  where  are  the  hurrying,  boasting  gourds?" 

Give  an  amplification  of  the  poem  "  Opportunity,'^  by  E.  R.  Sill; 
or  of  ^^The  Mountain  and  the  Squirrel,'^  by  R.  W.  Emerson, 


REVISED  ENGLISH  GRAMMAR.  143 

LESSON   139. 
ADJECTIVES. 

Classification. 

1.  I  knew  a  palm-tree  upon  Capri.  It  stood  in  a  select  society 
of  shining  fig-leaves  and  lustrous  oleanders,  and  looked  down 
upon  the  blue  Mediterranean.— Cwr«ts. 

2.  Every  beast  of  the  forest  is  mine,  and  the  cattle  upon  a 
thousand  hills.— Bible. 

In  the  first  paragraph,  name  the  adjectives  that  modify  by  describing  a 
condition  or  quality  of  the  nouns  society,  fig-leaves,  oleanders,  Mediterranean. 

In  the  second  paragraph,  name  the  adjectives  that  modify  by  pointing  out 
or  numbering  the  nouns  beast,  forest,  cattle,  hills. 

An  adjective  that  expresses  quality  or  condition  is  called  a 
Descriptive  Adjective;  as,  excellent  fruit,  beautiful  face,  roseate 
flush,  honored  citizen,  dashing  waves. 

Descriptive  adjectives  that  are  formed  from  proper  nouns  are  called  Proper 

Adjectives;  as,  Italian  marbles,  Homeric  legends,  English  people. 
Proper  adjectives  begin  with  capital  letters. 

An  adjective  that  points  out  or  denotes  number  or  quantity  is 
called  a  Limiting  Adjective;  as,  that  duty,  one  song,  much  joy,  a 
poem,  an  opera,  the  statue. 

The  adjective  has  but  one  general  use;  namely,  to  qualify  or 
modify  a  noun.  It  does  this:  (a)  Attributively;  as.  Yellow  gold 
is  mine  ;  (b)  Appositively  ;  as.  Gold,  yellow  and  hard,  is  hoarded; 
(c)  As  predicate  adjective ;  as,  Gold  is  yellow. 

Classify  the  adjectives  in  the  following  expressions,  and  tell  in 
which  of  the  above  ways  each  is  used : 

Russian  exiles  are  wretched.  First  impressions  are  deep, 

broken  promise  those  children 

forgiving  spirit  voices,  soft  and  clear 

European  travel  talking  parrots 


144  CALIFORNIA    SERIES. 

tenth  volume  California  fruit  is  luscious. 

mistakes,  oft  repeated  chattering  monkeys 

several  times  devices,  ingenious  and  manifold 

I)eople,  young  and  old  such  nonsense 

no  admittance  that  creature 

the  idea  little  Nell 

great  expectations  a  possibility 

duty  unmistakable  nineteenth  century 

an  obstacle  never-to-be-forgotten  scene 

golden  -  tressed  Adelaide  liberty  -  loving  people 

cheerful  giving  boundless  love 

mistaken  devotion  noble  revenge 

eloquent  oration  enthusiastic  welcome 


LESSON  140. 
LIMITING   ADJECTIVES. 

Articles. 
The  limiting  adjectives  the,  ani,  and  a  are  called  Articles. 

The  is  used  to  point  out  some  particular  person,  thing,  or  class.  An  or  a 
(the  shortened  form  of  an)  is  used  to  point  out  one  thing,  but  not  any  partic- 
ular one. 

An  is  used  before  a  word  beginnin'g  with  a  vowel  sound;*  as,  an  orange, 
an  Indian,  an  hour. 

A  is  used  before  a  word  l)eginning  with  a  consonant  sound;  as,  a  boy, 
a  date,  a  unit. 

Numerals. 

Adjectives  which  express  a  definite  number  are  called  Numerah. 
Many  of  the  numerals  are  used  as  nouns  also. 

The  following  are  examples  of  the  various  kinds  of  numerals : 


1.  one 

two 

three 

four 

etc. 

2.  first 

second 

third 

fourth 

etc. 

o.  once 

twice 

double 

threefold 

etc. 

*  A  distinction  should  be  made  between  a  vowel  sound  and  the  letter,  or 
character,  that  stands  for  it.  A  similar  distinction  should  be  made  in  the  case 
of  a  consonant  sound  and  the  letter. 


REVISED  ENGLISH  GRAMMAR.  146 

Pronominal  Adjectives. 

1.  Some  pious  drops  the  closing  eye  requires.— G^ray. 

2.  Some  fell  by  the  wayside.— 5i6?e. 

In  which  of  these  sentences  is  some  used  as  a  pronoun  ?  In  which  is  it 
used  as  an  adjective  modifying  a  noun? 

Certain  words  already  listed  as  pronouns  in  Lesson  128  may 
be  used  as  adjectives  also.  When  used  as  adjectives,  these  words 
are  called  Pronominal*  Adjectives. 

The  following  are  examples  of  words  sometimes  used  as  pro- 
nominal adjectives : 


1.  all 

any 

both 

few 

many 

no           some 

2.  this 

these 

that 

those 

yon 

yonder 

3.  which 

what 

whichever 

whatever 

4.  each 

either 

neither 

every 

5.  such 

other 

The  possessive  forms  of  the  pronouns  may  be  classed  with  pronominal 
adjectives  when  they  are  used  to  qualify  nouns ;  thus,  Thou  hast  blessed  the 
work  of  Ms  hands. 

Every,  yon,  and  yonder  are  now  used  as  adjectives  only. 

Which  and  what  are  used  with  nouns  to  ask  questions ;  as, 

1.  Which  way  does  the  wind  come,  which  way  does  it  go? 

2.  What  lands  and  skies  paint  pictures  in  their  friendly  eyes? 

When  so  used  they  are  called  Interrogative  Adjectives. 

Which  and  what  may  also  be  used  as  Relative  Adjectives ;  as, 

1.  We  know  what  master  laid  thy  keel. 

2.  I  know  which  duty  beckons  youth. 


LESSON  141. 
Classify  the  adjectives  in  these  sentences : 

1.  This  way  the  king  will  comet 

2.  We  have  passed  many  happy  days  together. 

3.  Each  ivied  arch  is  in  decav. 


*  Pro,  for,  and  nomen,  a  name  or  noun. 


146  CALIFORNIA   SERIES. 

4.  Any  life  worth  living  must  be  a  struggle. 

5.  Bqneath  those  rugged  elms,  that  yew-tree's  shade, 

The  rude  forefathers  of  the  hamlet  sleep. 

6.  Some  chiefs  were  princes  of  the  land. 

7.  His  memory  long  will  live  in  our  hearts. 

8.  Few  men  can  bear  prosperity. 

9.  Such  harmony  is  in  immortal  souls. 

10.  My  father  gave  me  honor,  your  father  gave  you  land. 

11.  What  heroes  fell  at  Marathon  ! 

12.  Behold  yon  river  winding  to  the  sea. 

13.  In  my  Father's  house  there  are  many  mansions. 

14.  All  roads  lead  to  Rome. 

15.  Every  pine  and  fir  and  hemlock  wore  ermine  too  dear  for  an  earl. 

16.  No  man  dieth  to  himself. 

17.  A  million  wrinkles  carved  his  skin. 

18.  Second  thoughts  are  best. 

19.  His  flowing  hair  played  in  curls  on  either  cheek. 

20.  Down  swept  the  chill  wind  from  the  mountain  peak, 

From  snows  five  thousand  summers  old. 

21.  The  song  is  written  in  quadruple  time. 


Good  Usage  in  This  and  That,  These  and  Those. 
[See  direction,  Lesson  22.] 

I  like  this  sort  of  cherry.  I  like  these  sorts  of  cherries. 

I  like  that  sort  of  berry.  I  like  those  sorts  of  berries. 

I  like  this  kind  of  fruit.  I  like  these  kinds  of  fruit. 

I  like  that  kind  of  fruit.  I  like  those  kinds  of  fruit. 

Be  careful  to  use  the  singular  adjectives  this  and  that  with  singular  noutis, 
and  the  plural  adjectives  these  and  those  with  plural  nouns.  Do  not  say,  I 
like  those  kind  of  people,  etc. 


LESSON  142. 

Inflection  of  Adjectives. 

comparison. 


1.  Bright  the  lamps  shone  o'er  fair  women  and  brave  men. 

—Byron, 

2.  A  sweeter  draught  from  a  fairer  hand  was  never  quaffed. 

—  Whittier. 


REVISED  ENGLISH  GRAMMAR.  147 

3.  Her  face  it  is  the  fairest  that  e'er  the  sun  shone  on. 

—  Old  Song. 

What  forms  of  the  adjective  fair  do  you  find  in  the  above  sentences? 
How  many  degrees  of  the  quahty  of  fairness  are  expressed?  Which  form 
expresses  the  simple  quaUty? 

Which  form  expresses  a  higher  degree  of  this  quality?  What  syllable  is 
added  to  the  first  form  to  express  this  degree  ? 

Which  form  expresses  the  highest  degree  of  this  quality?  What  syllable 
is  added  to  the  first  form  to  express  this  degree  ? 

Many  adjectives  are  inflected  to  mark  the  degree  of  the  quality 
which  they  express.     This  inflection  is  called  Comparison. 

The  form  of  the  adjective  that  expresses  the  simple  quality  is 
called  the  Positive  Degree. 

The  form  that  expresses  a  higher  or  a  lower  degree  of  the  quality 
is  called  the  Comparative  Degree. 

The  comparative  degree  is  used  in  comparing  two  things  or  classes  of 
things. 

The  form  that  expresses  the  highest  or  the  lowest  degree  of  the 
quality  is  called  the  Superlative  Degree. 

The  superlative  degree  is  used  in  comparing  one  thing  with  all  others  of 
the  same  kind,  whether  one  or  more  than  one. 

Adjectives  of  one  syllable  usually  add  er  or  r  to  the  positive 
degree  to  form  the  comparative,  and  est  or  st  to  form  the  super- 
lative; as, 

1.  Sweet  is  every  sound,  sweeter  thy  voice. — Tennyson. 

2.  The  sweetest  flowers  are  ever  frail  and  rare. — Shelley. 

Adjectives  of  more  than  one  syllable  usually  prefix  the  adverbs 
more  or  less  to  the  positive  degree  to  form  the  comparative,  and 
most  and  least  to  form  the  superlative;  as, 

1.  Money,  like  other  things,  is  more  or  less  valuable  as  it  is  more  or  less 
plentiful. — Beattie. 

2.  We  are  of  all  men  most  miserable. — Bible. 


148 


CALIFORNIA   SERIES. 


Select  the  adjectives  in  the  following  expressions,  and  write,  out  the 
full  comparison  of  those  of  them  that  can  he  compared : 


rapid  traveling 
serious  mistake 
shrill  voices 
valiant  men 
more  sagacious  dog 
wondrous  visions 
generous  deed 
intercollegiate  contest 


proper  sentiment 
luscious  grapes 
patient  service 
abler  oration 
fleet  horse 
feeble  opposition 
solemn  occasion 
primeval  forest 


easy  lesson 
mighty  warrior 
blunt  speech 
brief  extract 
apt  quotation 
profoundest  respect 
old  friend 
odorous  violet 


LESSON  143. 
Irregular  Comparison. 
A  few  adjectives  have  irregular  comparisons,  as  follows: 

Comparative.  Superlative, 

worse  worst 

farther 
-]  further 


Positive 
bad 
ill 


far 

[— 
fore 


j  farthest 
]  farthermost 


good 
late 

little 

many  [ 
much  I 

near 
old 


former 
better 

j later 
( latter 

less 
more 


j  older 
(  elder 


furthest 
furthermost 

j  foremost 
i  first 
best 

\  latest 
}  last 

least 

most 

j  nearest 
(  next 

j  oldest 
/  eldest 


Certain  adjectives  express  qualities  that  cannot  be  said  to  exist 
in  different  degrees;  as,  round,  straight,  perfect,  full,  etc.  These 
are,  however,  sometimes  compared  when  not  taken  in  their  full 
sense;  as, 

Our  sight  is  the  most  perfect  of  our  senses. — Addison. 


REVISED  ENGLISH  GRAMMAR.  149 

More  nearly  round,  more  nearly  perfect,  etc.,   are  sometimes 
better  forms. 

Write  from   memory   the   comparison   of   adjectives   irregularly 
compared. 

LESSON  144. 

In  the  following  sentences,  select   the  adjectives  that   admit   of 
comparison,  and  give  their  degree  : 

1.  The  setting  of  a  great  hope  is  hke  the  setting  of  the  sun. — Longfellow. 

2.  Greater  love  hath  no  man  than  this,  that  a  man  lay  down  his  life  for 
his  friends. — Bible. 

3.  The  greatest  happiness  of  the  greatest  number  is  the  foundation  of 
morals  and  legislation. — Bentham. 

4.  The  bravest  are  the  tenderest;  the  loving  are  the  daring. — Taylor. 

5.  I  said  an  elder  soldier,  not  a  better. — Shakespeare. 

6.  The  noblest  and  most  beneficial  invention  of  which  human  ingenuity 
can  boast,  is  that  of  writing, — Robinson. 

7.  To-morrow  '11  be  the  happiest  time  of  all  the  glad  new  year. — Tennyson. 

8.  The  lightest  heart  makes  sometimes  heaviest  mourning. — Norton. 

9.  Demosthenes  aimed  to  make  the  deepest  and  most  efficient  impression . 
He  employed  for  this  purpose  the  fewest  and  most  emphatic  words. — Jamiesou . 

10.  A  sadder  and  a  wiser  man,  he  rose  the  morrow  morn. — Coleridge. 

11.  The  nations  having  the  most  and  best  ideas  will  have  the  most  copious 
Ian  guage .  — Harris . 

12.  A  form  more  fair,  a  face  more  sweet,  ne'er  hath  it  been  my  lot  to 
meet.—  Whittier. 

13.  The  sea  is  mighty,  but  a  mightier  sways  his  restless  billows. — Bryant. 

14.  Build  thee  more  stately  mansions,  O  my  soul, 

As  the  swift  seasons  roll ! 

Leave  thy  low -vaulted  past ! 
Let  each  new  temple  nobler  than  the  last, 
Shut  thee  from  heaven  with  a  dome  more  vast. 
Till  thou  at  length  art  free, 
Leaving  thine  outgrown  shell  by  life's  unresting  sea. — Holmes. 

15.  The  tallest  pines  feel  most  the  power  of  wintry  blasts. — Cowper. 
IG.  Bland  and  familiar  to  the  throne  he  came. — Pope. 

17.  No  friendship  will  abide  the  test  that  stands  on  sordid  interest. — Cowper. 

18.  He  prayeth  best  who  loveth  best  all  things  both  great  and  small. 

— Coleridge. 


150 


CALIFORNIA   SERIES. 


LESSON  145. 


Write  sentences,  comparing  the  following  as  to  two  attributes: 

Model  :  The  Pacific  Ocean  is  larger  than  the  Atlantic. 

The  Atlantic  Ocean  is  more  tempestuous  than  the  Pacific. 


gold  and  iron 
diamond  and  ruby 
pen  and  sword 


wheat  and  rice 
cotton  and  wool 
war  and  arbitration 


leather  and  rubber 
oil  and  water 
truth  and  falsehood 


the 


Write  sentences  comparing  the  following;    telling  which 
largest  or  most  beautiful,  and  which  is  the  most  useful  to  man: 

The  horse,  the  camel,  and  the  elephant. 

The  ant,  the  bee,  and  the  butterfly. 

The  humming-bird,  the  parrot,  and  the  turkey. 

The  poodle  dog,  the  greyhound,  and  the  ^<.  Bernard. 

From  the  following  list,  select  six  adjectives  that  denote  form; 
three  that  denote  size;  four  that  denote  weight;  three  that  denote 
position;  four  that  denote  direction: 

ponderous 
adjacent 
alternate 
oblique 


bulky 
circular 
perpendicular 
gigantic 


horizontal 
burdensome 
symmetrical 
compact 


oval 

unwieldy 
cumbrous 
prostrate 


parallel 
spherical 
angular 
conical 


LESSON   146. 


Choice  of  Adjectives. 

Study  the  different  shades  of  meaning  in  the  words  of  the  follow- 
ing groups,  and  then  use  the  words  in  sentences  that  will  show  these 

distinctions : 

1.  Flexible,  easily  bent  without  breaking. 

Pliable,  easily  bent  witliout  breaking,  and  easily  folded ;  a  more  compre- 
hensive word  than  flexible. 
Elastic,  having  the  power  of  springing  back  to  position  when  bent. 

Brittle,  easily  broken. 

Crumbling,  inclined  (of  itself)  to  break  into  small  pieces. 

Friable,  easily  broken  up  and  reduced  to  powder. 


BE  VISED  ENGLISH  GRAMMAR. 


151 


2.  Pretty,  pleasing  by  delicacy  or  grace. 

Beautiful,  highly  pleasing  by  perfection  of  form,  color,  or  proportion. 

Handsome,  admirable  for  good  development  of  proper  qualities,  as  color, 
form,  symmetry;  not  so  strong  a  word  as  beautiful. 

Lovely,  worthy  of  love ;  having  or  suggesting  beauty  of  mind  or  character. 

Elegant,  pleasing  by  acquired  grace. 

Grand,  striking  by  large  size  and  extent,  and  by  fine  form  and  harmo- 
nious proportion. 

3.  Neat,  clean  and  orderly. 

Nice,  well  fitted  to  its  purpose;  pleasing  to  good  taste:  free  from  vulgar- 
ity; dainty;  showing  or  requiring  exactness  and  delicacy. 

4.  Odorous,  giving  out  odor  or  smell  of  any  sort. 
Fragrant,  giving  out  an  agreeable  odor. 
Aromatic,  giving  out  a  strong  odor  (generally  spicy). 

5.  Lazy,  disliking  exertion. 
Indolent,  habitually  lazy. 
Idle,  not  at  work. 

LESSON  147. 

Consult  the  dictionary  for  the  definition  of  each  of  the  adjectives 
in  the  following  pairs.  Then  use  the  adjectives  in  such  a  way  as  to 
show  that  you  perceive  clearly  the  difference  in  meaning: 


1. 

luxuriant 
luxurious 

4. 

contemptible 
contemptuous 

7. 

uninterested 
disinterested 

10. 

auspicious 
propitious 

2. 

qualified 
competent 

5. 

common 
mutual 

8. 

large 
lofty 

11. 

bulky 
gigantic 

3. 

truthful 
sincere 

6. 

deceitful 
faithless 

9. 

enough 
sufficient 

12. 

rare 
scarce 

LESSON  148. 

Derivation  and  Composition  of  Adjectives. 

Adjectives,  like  nouns,  are  divided  according  to  their  form  into 
Primitive,  Derivative,  or  Compound. 

Primitive  Adjectives  are  those  which  we  cannot  trace  back  to  yet  simpler 
words  in  our  own  language  ;  as,  fair,  bright,  sweet. 


152  CALIFORNIA   SERIES. 

Derivative  Adjectives  are  made  from  other  words  by  the  addition  of  prefixes 
or  suffixes,  or  by  other  changes  of  form  ;  as,  wn+fair,  hnght+er,  sweet +  is/i. 

Compound  Adjectives  are  formed  of  two  or  more  words  that  are  also  used 
independently  in  our  language  ;  as,  sea-\- green,  moth -\- eaten,  liard-\- working , 
eagle-]- eyed,  three -{-cornered. 

The  following  are  some  of  the  most  important  suffixes  used  in 
making  derivative  adjectives: 

-ed  -less  -ish  -able  -al  -ful  -est  -ing 

-en  -some        -y  -ic  -ous  -ly  -er 

Join  each  of  these  suffixes  to  one  of  the  primitive  words  below; 
consider  the  meaning  of  the  derivative  adjective  thus,  formed,  and 
then  tell  what  the  suffix  means: 

fear  friend  glad  home  ugly 

brute  learn  clean  mm-der  heart 

sing  red  wood  love  telegraph 

Join  each  of  the  prefixes  un-,  im-,  in-,  and  dis-  to  as  many  of 
the  following  words  as  they  will  properly  unite  with,  and  give  the 
meaning  of  the  adjective  thus  formed: 

obedient  true  worthy  engaged  agreealjle 

partial  contented  answered  destructible  connected 

orderly  wise  dependent  polite  perfect 

Form  adjectives  (by  means  of  suffixes  or  prefixes)  from  the  fol- 
lowing words: 

bold  neighbor  need  sour  dear 

broke  knave  reck  thirst  tidy 

wretch  health  shape  passable  attentive 


LESSON  149. 


Classify  the  following  list  into  primitive,  derivative,  and  com- 
pound adjectives : 

venturesome  oaken  sunburnt  bookish 

graceful  sea-girt  barefooted  straight 

heart-whole  honest  wrong  high-born 

loving  pathless  grayish  slack 


REVISED  ENGLISH  GRAMMAR. 


153 


telegraphic 

nut  -  brown 

old-fashioned 

mischievous 

rough 

flowing 

peaceable 

sweet -voiced 

splendid 

silken 

endless 

clean 

evil -eyed 

brotherly 

deadly 

early 

wearisome 

youngish 

yeasty 

everlasting 

Use  each  of  these  proper  adjectives  before  some  noun  which  it 
correctly  describes.  Write  the  nouns  from  which  the  adjectives  are 
derived : 


Alpine 

Texan 

Polish 

Shakespearian 

Dantesque 


Celtic 

Belgian 

Platonic 

Greek 

Welsh 


French 
Arabic 
Quixotic 
Pickwickian 

Socratic 


Swiss 

Californian 

Mohammedan 

Christian 

Japanese 


LESSON  160. 

Write,  in  separate  lists,  the  descriptive  and  the  limiting  adjectives 
in  the  following  extracts.  Then  indicate  which  are  primitive,  which 
derivative,  and  which  compound : 

1.  Sometimes  a  troop  of  damsels  glad, 
An  abbot  on  an  ambling  pad ; 
Sometimes  a  curly  shepherd  lad 

Or  long-haired  page  in  crimson  clad, 

Goes  by  to  tower'd  Camelot. — Tennyson. 

2.  There  eternal  summer  dwells. 

And  west  winds,  with  musky  wing 
About  the  cedar'd  alleys  fling 
Nard  and  cassia's  balmy  smells. — Milton. 

3.  Down  Alpine  heights  the  silvery  streamlets  flow, 
There  the  bold  chamois  go; 

On  giddy  crags  they  stand 

And  drink  from  His  own  hand. 

On  Alpine  heights  a  loving  Father  dwells. — Krummacher. 

4.  She  stepped  upon  Sicilian  grass, 

Demeter's  daughter,  fresh  and  fair ; 
A  child  of  light,  a  radiant  lass. 

And  gamesome  as  the  morning  air. — Jean  Ingelow. 

11-G 


154  CALIFORNIA   SERIES. 

5.  The  rose  is  fairest  when  'tis  budding  new, 

And  hope  is  brightest  when  it  dawns  from  fears. 
The  rose  is  sweetest  washed  with  morning  dew, 
And  love  is  loveliest  when  embalmed  in  tears.— /Sco/^ 

6.  What  virtue,  or  what  mental  grace, 
But  men  unqualified  and  base 

Will  boast  it  their  possession. — Cowper. 

7.  The  splash  of  running  water,  the  clean  odor  of  pine  sawdust,  the  sound 
and  smell  of  the  pleasant  wind  among  the  innumerable  army  of  the  moun- 
tain pines,  the  dropping  fire  of  huntsmen,  the  dull  stroke  of  the  wood -ax, 
fresh  trout  for  supper  in  the  clean,  bare  chamber  of  an  inn,  the  song  of 
birds,  and  the  music  of  the  village  bells — these  were  the  recollections  of  the 
Griinwald  tourist. — Stevenson. 

8.  Every  sound  is  sweet ; 

Myriads  of  rivulets  hurrying  through  the  lawn. 

The  moan  of  doves  and  immemorial  elms, 

And  murmuring  of  innumerable  bees. — Tennyson. 

9.  Candid  and  generous  and  just. 

Boys  care  but  little  whom  they  trust. — Cowper. 


LESSON  151. 

Directions  for  Parsing  Adjectives. 

An  adjective  is  parsed  by  stating : 

1.  Class- 
Descriptive. 
Limiting — Articles,  Numeral,  Pronominal. 

^'  ]  Comparison.    [  ^^^  *^^®  adjective  can  be  compared.) 

3.      Construction — as  attributive,  appositive,  or  predicate  adjectives. 

Model  :  All  things  in  nature  are  beautiful  types  to  the  soul  that  reads 
them. 

All  is  a  limiting  adjective  ;  pronominal ;  it  is  used  to  limit  the  noun  things. 

Beautiful  is  a  descriptive  adjective ;  of  the  positive  degree ;  comparison  : 
positive,  beautiful;  comparative,  wore  fceaMii/wZ;  superlative,  most  beautiful; 
it  is  used  attributively  to  describe  the  noun  types. 

The  is  a  limiting  adjective  ;  an  article ;  it  is  used  to  limit  the  noun  soul. 

Parse  the  adjectives  in  Lesson  150. 


REVISED  ENGLISH  GRAMMAR,  155 

LESSON  152. 

Review  of  Adjectives. 

By  Topics. — Upon  these  topics  state,  in  connected  form,  the 
main  grammatical  facts  found  in  the  Lessons  indicated : 

Classes  (139). 

Descriptive  (139). 

Proper  Adjectives  (139). 
Limiting  (139). 

Articles  (140). 

Numeral  Adjectives  (140). 

Pronominal  Adjectives  (140). 

Inflection. 

Comparison  (142). 

Positive  (142). 

Comparative  (142). 

Superlative  (142). 
Construction. 

Modifiers  of  Nouns  (139). 

Attributive  (139). 

Appositive  (139). 

Predicate  Adjective  (139). 
Derivation  and  Composition. 

Primitive  (148). 

Derivative  (148). 

Compound  (148). 

By  Questions. — Classification.  —  Give  one  example  of  each  of  the 
three  kinds  of  numerals.  (140)  Give  an  example  of  a  pronominal  adjective 
used  to  ask  a  question.  (140)  Give  an  example  of  which  and  what  used  as 
relative  adjectives.  (140)  With  what  class  of  adjectives  may  the  possessive 
form  of  pronouns  be  ranked?  (140) 

Inflection. —  How  is  the  comparative  degree  of  adjectives  used?  (142)  The 
superlative?  (142)  How  is  each  of  these  degrees  usually  formed?  (143)  Name 
and  compare  three  adjectives  compared  irregularly?  (143)  What  is  the 
peculiarity  of  such  adjectives  as  trv£  and  straight  f  (143) 


156  CALIFORNIA   SERIES. 

Derivation  and  Composition.  —  Name  six  of  the  most  important  suffixes 
employed  in  making  derivative  adjectives.  (148)  Form  six  compound  adjec- 
tives not  found  in  the  foregoing  lessons.  (148) 


LESSON  153. 

DESCRIPTION  OF  AN  OBJECT. 

The  Taj  Mahal.* 

Study  this  description  carefully,  noting  all  the  important  points, 
and  then  reproduce  it  in  your  own  words. 

The  Taj  is  built  on  the  bank  of  the  Jumna,  rather  more  than 
a  mile  to  the  eastward  of  the  Fort  of  Agra.  The  entrance  is  a 
superb  gateway  of  sandstone,  inlaid  with  ornaments  and  inscrip- 
tions from  the  Koran  in  white  marble.  Passing  through  its  arch 
an  avenue  of  dark  Italian  cypresses  appears  before  you.  Down 
its  center  sparkles  a  long  row  of  fountains,  each  casting  up  a 
single  slender  jet.  On  both  sides,  the  palm,  the  banyan,  and  the 
feathery  bamboo  mingle  their  foliage;  the  song  of  birds  meets 
your  ear,  and  the  odor  of  roses  and  lemon -flowers  sweetens  the  air. 
Down  such  a  vista,  and  over  such  a  foreground,  rises  the  Taj. 

It  is  an  octagonal  building,  or  rather  a  square — each  side  is  pre- 
cisely similar.  It  stands  upon  a  lofty  platform,  with  a  minaret 
at  each  corner,  and  this,  again,  is  lifted  on  a  vast  terrace  of  solid 
masonry.  An  oriental  dome,  swelling  out  boldly  from  the  base 
into  nearly  two  -  thirds  of  a  sphere,  and  tapering  at  the  top  into  a 
crescent  -  tipped  spire,  crowns  the  edifice,  rising  from  its  center, 
with  four  similar,  though  much  smaller,  domes  at  the  corners. 

The  material  is  of  the  purest  white  marble,  a  little  inferior  to 
that  of  Carrara.  It  shines  so  dazzlingly  in  the  sun  that  you  can 
scarcely  look  at  it  near  at  hand,  except  in  the  morning  and  even- 
ing. Every  part — even  the  basement,  the  dome,  and  the  upper 
galleries  of  the  minarets  —  is  inlaid  with  ornamental  designs  in 
marble  of  different  colors,  principally  a  pale  brown  and  a  bluish 

*  The  Taj  Mahal  is  a  mausoleum  in  India,  erected  by  the  Shah  -  Jehan  over 
the  grave  of  his  queen. 


REVISED  ENGLISH  GRAMMAR.  157 

violet  variety.  Great  as  are  the  dimensions  of  the  Taj,  it  is  as 
laboriously  finished  as  one  of  those  Chinese  caskets  of  ivory  and 
ebony  which  are  now  so  common  in  Europe.  But  no  words  can 
convey  an  idea  of  the  exquisite  harmony  of  the  different  parts 
and  the  grand  and  glorious  effect  of  the  whole  structure,  with  its 
attendant  minarets.— J?a2/a»*<^  Taylor. 


Directions  for  Describing  an  Object. 

Taking  the  sketch  from  Bayard  Taylor  as  a  model,  write  a  clear  and 
accurate  description  of  some  edifice  —  a  church,  a  school-house,  business 
building,  etc.;  if  possible,  one  in  your  own  vicinity.  Describe  the  approach 
to  it  from  some  point  of  view ;  its  material ;  its  general  outline ;  the  details 
of  its  architecture,  as  the  entrance,  the  roof,  towers,  etc.,  and  any  pecuHar 
features  it  may  possess. 

Study  pictures,  and  the  accounts  given  by  travelers,  of  some  structure  like 
the  Parthenon,  the  Alhambra,  the  Coliseum,  the  Kremlin,  and  then  give  as 
vivid  a  description  as  possible. 

Cautions. 

1.  Before  writing  a  description  of  anything,  make  yourself  perfectly  famil- 
iar with  your  subject  by  personal  observation,  by  study  of  pictures,  and  by 
reading. 

2.  Assume  that  the  i)erson  who  is  to  read  your  description  has  never  seen 
the  thing  described,  and  try  to  give  him  a  clear  and  correct  idea  of  its  appear- 
ance, its  distinguishing  parts,  qualities,  habits,  uses,  etc. 

3.  Do  not  confuse  the  description  by  the  use  of  too  many  adjectives.  Be 
sure  that  your  language  is  simple,  that  each  word  is  accurately  used  and 
adds  something  to  the  mental  picture  produced. 


LESSON  154. 

DESCRIPTION  OF  A  SCENE. 

The  Yosemite  Valley. 

After  studying  the  following  sketch  carefully^  and  noting  the  order 
and  the  beauty  of  the  description,  reproduce  it  in  your  own  language. 

We  galloped  out  of  the  pine  woods,  dismounted,  stood  upon  the 
rocky  precipice  of  Inspiration  Point,  and  looked  down  into  the 


158  CALIFORNIA   SERIES. 

Yosemite  as  one  from  a  housetop  looks  down  into  his  garden.  In 
the  distance,  across  the  gorge,  were  snow -streaked  mountains. 
Right  under  us  was  the  narrow,  winding  basin  of  meadow,  grove, 
and  shining  river,  shut  in  by  granite  walls  from  two  thousand 
to  five  thousand  feet  high  —  walls  with  immense  turrets  of  bare 
rock,  walls  so  upright  and  perfect  that  an  expert  cragman  can 
climb  out  of  the  valley  at  only  three  or  four  points. 

Flinging  a  pebble  from  the  rock  upon  which  we  stood,  and, 
looking  over  the  brink,  I  saw  it  fall  more  than  half  a  mile  before 
striking.  Glancing  across  the  narrow,  profound  chasm,  I  sur- 
veyed an  unbroken,  seamless  wall  of  granite,  two -thirds  of  a 
mile  high,  and  more  than  perpendicular,  the  top  projecting  one 
hundred  and  fifty  feet  over  the  base. 

Turning  toward  the  upper  end  of  the  valley,  I  beheld  a  half- 
dome  of  rock,  one  mile  high,  and  on  its  summit  a  solitary  gigantic 
cedar,  appearing  like  the  merest  twig.  The  measureless  inclosing 
walls,  with  these  leading  towers  and  turrets,  gray,  brown,  and 
white  rock,  darkly  veined  from  summit  to  base  with  streaks  and 
ribbons  of  falling  water;  hills  almost  upright,  yet  studded  with 
tenacious  firs  and  cedars;  and  the  deep -down,  level  floor  of  grass, 
with  its  thread  of  river  and  pygmy  trees,  all  burst  upon  me  at 
once.  Nature  had  lifted  her  curtain  to  reveal  the  vast  and  the 
infinite.     It  elicited  no  adjective,  no  exclamation.—^.  D.  Richardson. 


Directions  for  Describing  a  Scene. 

Observe  carefully,  a  number  of  times,  some  scene  in  your  neighborhood. 
Then  write  a  description  of  it,  employing,  as  far  as  practicable,  the  following 
general  order :  The  approach;  the  general  view;  the  distant  surroundings; 
the  smaller  picturesque  details. 

Study  from  descriptions  some  scene,  such  as  the  Grand  Canon,  Muir's 
Glacier,  Niagara  Falls,  Mt.  Blanc,  and  reproduce  it  as  vividly  as  possible. 

For  models  of  descriptive  style,  read  seaside  descriptions.  Lessons  17 
and  19,  New  Fourth  Reader;  descriptions  of  forest  trees.  Lessons  20  and 
21;  of  interiors,  Lesson  56;  of  landscapes.  Lessons  70  and  73. 

Try  to  discover  in  what  consists  the  beauty  of  each  selection.  Take,  for 
instance,  Lesson  17,  Memories  of  an  Island  Home.    Notice  the  animation  of 


BE  VISED  ENGLISH  GRAMMAR.  159 

style  arising  from  the  author's  interest  in  her  subject;  the  vividness  of  the 
descriptions  arising  from  her  intimate  knowledge  of  the  life  of  the  seacoast; 
the  simplicity  and  grace  of  the  language ;  the  graphic  use  of  adjectives  in 
bringing  out  the  characteristics  of  the  objects  described,  especially  their 
colors;  the  apt  figures  of  speech:  and  give  as  many  illustrations  of  these 
features,  selected  from  the  extract,  as  possible. 


LESSON  155. 
ADVERBS. 


1.  The  cataract  strong  then  plunges  along.— Southey. 

2.  Yonder  comes  the  powerful  king  of  day. —Thomson. 

3.  Earth  has  not  anything  to  show  more  isiir.— Wordsworth. 

4.  Boldly  they  rode,  and  well.— Tennyson. 

5.  Perhaps  they  may  come  at  Easter.— i/a/ioney. 

What  adverb  in  the  first  sentence  shows  when  the  cataract  plunges? 
What  adverb  in  the  second  sentence  shows  where  the  king  of  day  comes? 
What  adverb  in  the  third  sentence  shows  the  degree  of  fairness?  What 
adverbs  in  the  fourth  sentence  show  the  maimer  of  the  riding?  What  adverb 
in  the  fifth  sentence  shows  the  uncertainty  of  the  coming? 

From  the  examples  given  we  see  that  adverbs  have  a  variety 
of  meanings.  Most  adverbs  belong  to  one  or  more  of  the  following 
classes: 

Adverbs  of  Time  (adverbs  that  show  when  or  how  often) : 

then  hereafter  seldom  afterward  twice 

now  always  never  next  thirdly 

formerly  often  soon  once  fourthly 

Adverbs  of  Place  (adverbs  that  show  where  or  in  what  direction) : 

here  below  out  back  hither 

there  above  up  forward  hence 

yonder  in  down  over  across 

Adverbs  of  Degree  (adverbs  that  show  how  much  or  to  what  extent) : 

much  least  quite  greatly  so 

little  almost  very  nearly  as 

more  scarcely  far  enough  too 


160  CALIFORNIA   SERIES. 

Adverbs  of  Manner  (adverbs  that  show  how  or  in  what  way) : 

well  badly  quickly  thus  somehow 

ill  slowly  clearly  faithfully  otherwise 

Modal  Adverbs  (adverbs  expressing  certainty,  uncertainty,  or  cause) : 

surely  certainly  indeed  not  nowise 

perhaps  possibly  probably  presumably     perchance 

however  accordingly  consequently       hence  therefore 

Modal  adverbs,  unlike  other  adverbs,  modify  the  meaning  of  the  whole 
assertion,  rather  than  some  particular  word  in  it. 

Some  adverbs  are  identical  in  form  with  adjectives;  as, 


much                well 

far 

hard 

soft 

long 

ittle                  only 

ill 

loud 

fast 

early 

In  poetry  the  adjective  form  is  sometimes  used  as  an  adverb;  as, 

1.  Slow  and  sure  comes  up  the  golden  year. 

2.  Then  they  praised  him  soft  and  low. 

Some  adverbs,  as  so,  as,  then,  fall  into  more  than  one  class;  as, 

1.  Do  not  hold  it  so  low.     (degree.) 

2.  Place  your  hand  so.     {manner.) 

3.  My  arm  is  lame,  so  I  cannot  raise  my  hand,     (cause.) 

Yes  and  no  are  sometimes  called  adverbs.  They  take  the  place 
of  a  whole  sentence,  and  are  nearly  or  quite  independent. 

The  adverb  there  is  often  used  to  introduce  a  sentence  in  which 
the  verb  comes  before  the  subject ;  as,  There  is  rest  for  the  weary. 
When  so  used,  it  has  little  or  no  idea  of  place,  and  is  called  an 
expletive. 

Many  phrases  are  used  with  the  value  of  single  adverbs ;  as, 
by  and  by,  now  and  then,  as  yet,  ere  long,  through  and  through. 


Inflection. 


Some  adverbs,  like  adjectives,  admit  of  comparison.  Such 
adverbs  are  usually  compared  by  prefixing  more  and  most,  less 
and  least  J  instead  of  adding  er  and  est;  as, 


REVISED  ENGLISH  GRAMMAR.  161 

Positive,  frequently;    comparative,   more    frequently;    superlative,  most 
frequently. 

A  few  adverbs,  however,  are  compared  by  adding  er  and  est;  as,  soon, 
sooner,  soonest. 

Other  adverbs  are  compared  irregularly;  as,  ill,  worse,  worst. 

Be  careful  not  to  use  the  comparative  form  of  the  adjective  instead  of  the 
comparative  form  of  the  adverb ;  say, 

You  can  do  it  more  easily  than  I  can,  iiot,  You  can  do  it  easier  than  I  can. 


LESSON  156. 
Conjunctive  Adverbs. 

1.  A  thousand  hearts  beat  happily.— J52/row. 

2.  The  rain  is  falling  where  they  \\q.— Bryant. 

Give  the  adverb  in  the  first  sentence.     What  does  it  modify? 
Give  the  adverb  in  the  second  sentence.    What  verb -phrase  does  it 
modify  ?    What  clause  does  it  connect  with  is  falling  f 

An  adverb  that  modifies  some  word  in  the  sentence,  and  also  con- 
nects a  dependent  clause  to  the  modified  ivord,  is  called  a  Conjunc- 
tive Adverb.* 

A  few  adverbs,  why,  how,  where,  when,  whither,  whence,  are 
sometimes  used  to  introduce  a  question ;  as, 

1.  Why  stand  we  here  idle  ? 

2.  Where  was  Roderick  then  ? 

When  so  used  they  are  called  Interrogative  Adverbs. 

Select  the  conjunctive  adverbs  in  the  following  quotations,  and 
name  the  clauses  they  connect;  name  three  interrogative  adverbs: 

1.  There  is  society  where  none  intrudes. — Byron. 

2.  The  wind  bloweth  where  it  listeth,  and  thou  hearest  the  sound  thereof, 
but  canst  not  tell  whence  it  cometh  and  whither  it  goeth. — Bible. 

3.  Build  thee  more  stately  mansions,  O  my  soul. 
As  the  swift  seasons  roll ! — Holmes. 


Also  called  Relative  Adverbs. 


162  CALIFORNIA   SERIES. 

4.  My  heart  leaps  up  when  I  behold  a  rainbow  in  the  sky. —  Wordsworth. 

5.  O  what  a  tangled  web  we  weave, 
When  first  we  practice  to  deceive ! — Scott. 

6.  Whence  and  what  art  thou,  execrable  shape? — Milton. 

7.  We  are  determined  that  wheresoever,  whensoever,  or  howsoever  we 
shall  be  called  to  make  our  exit,  we  will  die  free  men. — Quincy. 

8.  Whither  thou  goest,  I  will  go. — Bible. 

9.  How  does  the  water  come  down  at  Lodore? — Southey. 

10.  When  shall  we  three  meet  again? — Shakespeare. 

11.  Wheresoever  the  body  is,  thither  will  the  eagles  be  gathered  together. 

—  Bible. 


LESSON  157. 

Select  and  classify  the  adverbs  in  the  following: 

1.  So  Julius  Csesar  came  sailing  over  to  this  island  of  ours  [England],  fifty- 
five  years  before  the  birth  of  our  Saviour.  He  came  from  the  French  coast 
between  Calais  and  Boulogne,  because  "thence  was  the  shortest  passage 
into  Britain";  just  for  the  same  reason  that  our  steamboats  now  take  the 
same  track  every  day. 

He  expected  to  conquer  Britain  easily,  but  it  was  not  such  easy  work  as 
he  supposed — for  the  bold  Britons  fought  most  bravely;  and  he  ran  great 
risk  of  being  totally  defeated.  However,  for  once  that  the  bold  Britons  beat 
him,  he  beat  them  twice ;  though  not  so  soundly  but  that  he  was  very  glad 
to  accept  their  proposals  of  peace  and  go  away. — Dickens,  in  "A  Child's  His- 
tory of  England.'' 

2.  I  often  look  out  on  the  singular  scene  below  my  window.  On  both 
sides  of  the  street,  leaving  barely  room  to  enter  the  houses,  sit  the  market- 
women  with  their  baskets  of  vegetables  and  fruit.  The  middle  of  the  street 
is  filled  with  purchasers,  and  every  cart  or  carriage  that  comes  along  has 
to  force  its  way  through  the  crowd,  sometimes  rolling  against  and  overturn- 
ing the  baskets  at  the  sides — an  occurrence  which  is  always  followed  by  a 
Babel  of  unintelligible  sounds.  The  country-women,  in  their  jackets  and 
short  gowns,  go  backwards  and  forwards  with  great  loads  on  their  heads, 
sometimes  nearly  as  high  as  themselves.  The  market-women  sit  here  from 
sunrise  till  sunset,  day  after  day,  year  after  year.  One  or  two  policemen 
are  generally  on  the  ground  in  the  morning  to  prevent  their  disputing  about 
places. 

Perhaps  this  kind  of  life  in  the  open  air  is  conducive  to  longevity,  for  cer- 
tainly there  is  no  country  on.  earth  that  has  so  many  old  women,  and  to 


REVISED  ENGLISH  GRAMMAR.  163 

judge  from  what  I  see  in  the  streets  here,  I  should  think  they  work  until 
they  die. — Bayard  Taylor,  in  ^' Views  A- foot." 

3.  O,  when  I  am  safe  in  my  sylvan  home, 
I  tread  on  the  pride  of  Greece  and  Rome ; 
And  when  I  am  stretched  beneath  the  pines, 
Where  the  evening  star  so  holy  shines, 
I  laugh  at  the  lore  and  the  pride  of  man. — Emerson. 


LESSON  158. 
Good  Usage  in  Adverbs. 


[See  direction,  Lesson  22.] 

1  have  no  money.  We  have  no  money. 

I  have  n't  any  money.  We  have  n't  any  money. 

I  have  nothing.  We  have  nothing. 

1  have  n't  anything.  We  have  n't  anything. 

I  told  no  one.  We  told  no  one. 

I  did  not  tell  any  one.  We  did  not  tell  any  one. 

Be  careful  not  to  use  two  negatives  in  expressing  a  negation ;  say.  He 
knows  nothing,  or,  He  does  n't  know  anything,  not.  He  does  n't  know  nothing. 


LESSON  169. 

The  Right  Word  in  the  Right  Place. 

Complete  each  of  the  following  sentences  by  an  adjective  describ- 
ing the  subject,  or  by  an  adverb  describing  the  action,  as  the  meaning 
of  the  sentence  requires : 

1.  The  child  looks  (shy  or  shyly). 

2.  The  poor  old  man  appears  [feebly  or  feeble). 

3.  The  prisoner  looks  (guiltily  or  guilty). 

4.  The  eity  is  decorated  for  the  Fourth,  and  looks  (gay  or  gaily). 

5.  The  escaping  gas  smells  (bad  or  badly). 

6.  The  land  is  just  appearing,  and  the  captain  looks  {anxious  or  anxiously). 

7.  Bruin  approaches  the  hot  kettle  and  smells  (cautious  or  cautiously). 

8.  The  water  of  the  ocean  tastes  (hitter  or  bitterly). 

9.  The  East  Indian  ships  smell  (spicy  or  spicily). 


164  CALIFORNIA   SERIES. 

10.  Being  unused  to  society,  he  feels  {awkivard  or  awkwardly). 

11.  He  feels  it  (tender  or  tenderly). 

12.  She  looks  {sweet  or  sweetly). 

13.  The  swallows  appear  (sudden  or  suddenly). 

Which  of  these  sentences  may  be  completed,  according  to  the  mean- 
ing, by  either  the  adjective  or  the  adverb  f 


LESSON  160. 


Write  these  sentences,  choosing  the  proper  word  from  those  in  the 
parentheses,  and  then  tell  whether  the  selected  word  is  an  adjective 
or  an  adverb: 

1.  The  nineteenth  century  is  (most,  almost)  ended. 

2.  At  times  during  the  Revolutionary  war,  Washington  (most,  almost) 
despaired  of  success. 

3.  England  does  not  raise  (near,  nearly)  enough  wheat  to  feed  her  people. 

4.  After  encountering  desperate  opposition  from  the  Indians,  De  Soto, 
very  (near,  nearly)  exhausted,  reached  the  Mississippi. 

5.  Recent  methods  of  dealing  with  cholera  are  (some,  somewhat)  better 
than  those  of  twenty  -  five  years  ago. 

6.  Lord  Bacon  was  (some,  somewhat)  older  than  William  Shakespeare. 

7.  Arnold  Winkelreid  was  a  (real,  really)  brave  man. 

8.  George  Peabody  was  a  (real,  very)  good  man. 


LESSON  161. 
Choice  of  Adverbs. 


Study  the  different  shades  of  meaning  expressed  by  the  words  in 
each  of  the  following  groups,  and  then  use  the  words  in  sentences 
that  will  show  these  distinctions  : 

1.  tolerably  3.  ingenuously  5.  contemptuously 

tolerantly  ingeniously  contemptibly 


9 


respectively  4.  pitiably  6.  possibly 

respectably  piteously  probably 

respectfully  pitifully  presumably 


REVISED  ENGLISH  GRAMMAR.  165 

LESSON  162. 

1.  Make  a  list  of  adverbs  that  show  (a)  how  water  falls  from  a 
precipice,  (b)  how  a  ship  sails,  (c)  how  a  storm  rages,  (d)  how 
an  author  writes,  (e)  how  the  sun  sets,  (f)  how  a  mocking-bird 
sings,  (g)  how  a  child  plays,  (h)  how  the  smoke  rises. 

2.  Substitute  for  each  of  the  italicized  expressions  in  the  sentences 
below,  an  adjective  or  adverb  having  the  same  meaning,  and  note 
the  force  and  beauty  of  style  gained  by  the  condensation: 

1.  Superstitions  are  sure  to  arise  among  people  who  are  in  the  habit  of 
believing  upon  slight  evidence. 

Model :  Superstitions  are  sure  to  arise  among  credulous  people. 

2.  The  effects  of  habit  often  become  fixed  so  firmly  that  they  can  not  be 
removed. 

3.  The  wise  learn  to  distinguish  between  things  that  last  but  a  short  time 
and  things  that  last  forever. 

4.  Newspaper  reports  are  often  written  in  a  way  that  displays  a  lack  of 
careful  attention. 

5.  As  the  great  orator  ceased,  the  spectators  broke  forth  in  a  shout  in  which 
every  voice  joined,  and  which  was  not  produced  by  the  action  of  the  will. 

6.  Wellington's  attack  at  Waterloo  was  one  that  could  not  be  resisted. 

7.  The  grandeur  of  Niagara  is  something  that  can  not  be  described. 

Expand  three  adverbs  and  three  adjectives  into  expressions  similar 
to  those  used  above,  and  use  in  sentences  of  your  own. 


LESSON   163. 

Derivation  and  Composition  of  Adverbs. 

Like  other  parts  of  speech  which  we  have  studied,  adverbs  are 
divided  according  to  form  into  Primitive,  Derivative,  or  Compound. 

Primitive  Adverbs  are  such  as  cannot  be  reduced  to  simpler  forms  in  the 
English  language  ;  as,  so,  now,  often. 

Derivative  Adverbs  are  such  as  are  formed  from  other  words  by  the  addition 
of  suffixes  or  prefixes  ;  as,  tru+Zr/,  splendid+?</,  a  +  head,  6e  +  side. 

Compound  Adverbs  are  such  as  are  formed  of  two  or  more  words  united ; 
as,  some-\-how,  for-\-ever,  here-\-in,  where-\- with. 


166  CALIFORNIA   SERIES. 

By   far  the  largest  class  of  adverbs  are  formed  from  adjectives 
by  the  addition  of  the  suffix  -ly. 

Form  adverbs  from  the  following  adjectives  by  adding  -ly: 


honest 

steady 

improper 

lavish 

thoughtless 

notable 

worthy 

miserable 

general 

profuse 

reckless 

complete 

admirable 

amicable 

remarkable 

prodigal 

prodigious 

correct 

appropriate 

peaceable 

By  use  of  the  suffixes  -wise,  -ward,  and  -wards,  make  adverbs 
from  the  following: 


lome               other 

south 

back 

length 

heaven 

ike                  to 

cross 

shore 

down 

after 

By  means  of  the  prefixes  a  -  and  be  -,  form  adverbs  from  the  fol- 
lowing: 

back  times  head  fore 

Use  each  of  the  adverbs  which  you  have  made  with  some  verb, 
participle,  or  infinitive  with  which  it  will  appropriately  combine;  as, 

graphically  told  drifting  downward  to  come  immediately 


Classify  the  following 

adverbs  as  primitive,  derivative,  or  corn- 

pound,  and  use  each  in  a 

sentence: 

much                   thereby 

underneath 

tolerably 

henceforth 

not                       somewhat 

whereupon 

particularly 

afar 

anew                   daintily 

classically 

beforehand 

nowhere 

possibly               soon 

endwise 

backward 

erewhile 

westward            then 

thereabout . 

quite 

gently 

LESSON  164. 
Directions  for  Parsing  Adverbs. 
An  adverb  is  parsed  by  stating: 

1.  Class. 

2.  i  ^  " .         f  (if  the  adverb  can  be  compared.) 
(  Comparison.  ) 

3.  Construction. 


REVISED  ENGLISH  GRAMMAR.  167 

Model:  Speak  the  speech,  I  pray  you,  as  I  pronounced  it  to  you,  trip- 
pingly on  the  tongue. 

As  is  a  connective  adverb ;  it  modifies  the  verb  speak,  and  connects  witli 
it  the  clause  /  pronounced  it  to  you. 

Trippingly  is  Sin  adverb  oi  manner;  positive  degree;  compared:  positive, 
trippingly;  comparative,  more  trippingly;  superlative,  most  trippingly.  It  is 
used  as  modifier  of  the  verb  speak. 

Parse  the  adverbs  in  Lesson  157. 


LESSON  165. 
Review  of  Adverbs. 


By  Topics. — Upon  these  topics  make  a  connected  statement  of 
the  main  grammatical  facts  found  in  the  Lessons  indicated : 

Classes. 

fTime  (155). 

Place  (155). 

Degree  (155). 

Manner  (155). 
(^  Modal  (155). 

Conjunctive  (156). 

Inflection. 

Comparison  (155). 

Construction. 

Modifier  (156). 

Modifier  and  Connective  (156). 

Modifier  and  Interrogative  (156). 

Derivation  and  Composition. 
Primitive  (163). 
Derivative  (163). 
Compound  (163). 

By  Questions. — Classes. — Give  the  peculiar  use  of  the  modal  adverb.  (155) 
Illustrate  this  use  in  a  sentence.    Name  some  adverbs  used  in  diS'erent 


168  CALIFORNIA   SERIES. 

classes,  and  illustrate  by  a  sentence  their  different  uses.  (155)  What  is  the 
use  of  the  so-called  adverbs  yes  and  no  f  (155)  What  adverb  is  used  as  an 
expletive  ?  (155)  In  what  situation  is  it  so  used  ?  (155)  What  is  an  expletive  ? 
Name  five  adverb  phrases.  (155)  What  are  interrogative  adverbs?  (156) 
Name  three  interrogative  adverbs,  and  use  each  in  asking  a  question.  (156) 

Inflection. — What  name  is  given  alike  to  the  inflection  of  adverbs  and 
adjectives?  (156)  Illustrate  the  comparison  of  an  adverb  by  prefixing  more 
and  most  (155) ;  by  adding  -er  and  -est  (155). 

Construction. — What  use  have  adverbs  except  to  modify?  (156) 

Derivation  and  Composition. — Are  most  adverbs  primitive,  derivative,  or 
compound?  (163)  How  are  most  adverbs  formed?  (163)  Name  three  suffixes 
used  in  forming  derivative  adverbs  (163) ;  two  prefixes  (163). 

Good  Usage.— What  should  be  avoided  in  expressing  a  negation?  (158) 
What  danger  of  error  in  using  the  comparative  degree  of  adverbs  ?  (155) 


LESSON  166. 


Much  of  the  beauty  of  an  author's  style  is  due  to  his  choice 
of  modifying  words  and  phrases. 

The  following  phrases  are  selected  from  classic  writings.  Study 
each  line  until  it  brings  to  your  mind  a  vivid  picture.  Embody  the 
thought  thus  suggested  to  you  in  a  sentence,  or  paragraph,  which 
shall  contain  the  phrase  itself: 

Model. 

Phrase. — Beside  the  shepherds'  tents. — Bible. 

Embodied. — It  is  evening ;  the  sheep  are  folded  near  the  murmuring  stream 
beside  the  shepherds'  tents. 

"  Beside  the  still  waters." 
"  In  a  vision  of  the  night." 
*'  In  the  covert  of  the  reed." 
''  Upon  the  wings  of  the  wind." 

—  From  the  Bible. 

' '  With  sheltering  roof. ' ' 

' '  In  saffron  -  colored  mantle. ' ' 

**  With  his  beaked  ships." 

—  From  Bryant's  Homer's  ^^Iliad." 


REVISED  ENGLISH  GRAMMAR.  169 

'*  At  shut  of  evening  flowers." 

"  With  wand'ring  steps  and  slow." 

"  With  charm  of  earhest  birds." 

*'  From  noon  to  dewy  eve." 

—  From  Milton^s  ^^Paradise  Lost.''' 

'*  From  the  unleafed  boughs  and  pastures  bare." 
"  With  lightsome  green  of  ivy  and  holly." 
'*  From  the  snow  five  thousand  summers  old." 
**  By  the  white  stars'  frosty  gleams." 

—  From  LowelVs  "  Sir  Lmmfaiy 

"  In  the  echoing  halls  of  the  Alhambra." 

"Excepting  the  low  tinkling  sound  of  the  unseen  stream," 

"With  brilliant  sunshine  gleaming  along  its  colonnades." 

"  To  the  dreary  hooting  of  owls  and  the  distant  barking  of  dogs 

from  gypsy  caverns." 

—  From  Irving^s  ^^Alhamhra^ 

"  With  royal  captives  ^nd  inestimable  spoil." 

"  With  its  battlemented  walls  and  towered  gateways." 

"  Upon  tier  above  tier  of  ruined,  grass -grown  arches." 

— From  Hawthorne^s  ''  Marble  Faun." 


LESSON   167. 


Make  a  list  of  the  descriptive  adjectives  and  the  adverbs  in  the 
following  selections,  and  use  ten  of  the  most  striking  in  sentences 
of  your  own: 

1.  Gather  a  single  blade  of  grass,  and  examine  for  a  minute,  quietly,  its 
narrow,  sword- shaped  strip  of  fluted  green.  Nothing,  as  it  seems  there,  of 
notable  goodness  or  beauty.  A  very  little  strength,  and  a  very  little  tallness, 
and  a  few  delicate  long  lines  meeting  in  a  point — not  a  perfect  point,  but 
blunt  and  unfinished,  by  no  means  a  creditable  or  apparently  much -cared - 
for  example  of  Nature's  workmanship;  made,  as  it  seems,  only  to  be  trodden 
on  to-day,  and  to-morrow  to  be  cast  into  the  oven;  and  a  little  pale  and 
hollow  stalk,  feeble  and  flaccid,  leading  down  to  the  dull -brown  fibres  of 
roots.  And  yet,  think  of  it  well,  and  judge  whether  of  all  the  gorgeous 
flowers  that  beam  in  summer  air,  and  of  all  strong  and  goodly  trees,  pleasant 
to  the  eyes  and  good  for  food — stately  palm  and  pine,  strong  ash  and  oak, 
scented  citron,  burdened  vine  —  there  be  any  by  man  so  deeply  loved,  by 
God  so  highly  graced,  as  that  narrow  point  of  feeble  green. — Rvskiji,  in 
' '  Modern  Painters . ' ' 

12-Q 


170  CALIFORNIA   SERIES. 

2.  Beyond  the  semi  -  circle  of  green  lines  rises  a  lofty  range  of  serrated 
mountains — indigo  silhouettes.  And  enormously  high  above  the  line  of 
them  towers  an  apparition  indescribably  lovely  —  one  solitary,  snowy  cone, 
so  filmily  exquisite,  so  spiritually  white,  that  but  for  its  immemorially 
familiar  outline,  one  would  surely  deem  it  a  shape  of  cloud.  Its  base  remains 
invisible,  being  the  same  delicious  tint  as  the  sky.  Above  the  eternal  snow- 
line its  dreamy  cone  appears,  seeming  to  hang,  the  ghost  of  a  peak,  between 
the  luminous  land  and  the  luminous  heaven — the  sacred  and  matchless 
mountain  Fujiyama. — Lafcadio  Hearn,  in  "'Glimpses  of  Unfamiliar  Japan." 


LESSON  168. 
HISTORICAL  NARRATIVE. 

An  Incident  in  the  Life  of  Sir  Walter  Raleigh. 

After  this,  amid  a  crowd  of  lords  and  ladies,  came  Elizabeth 
herself. 

The  young  cavalier  [Sir  Walter  Raleigh]  we  have  so  often 
mentioned,  had  probably  never  yet  approached  so  near  the  person 
of  his  Sovereign,  and  he  pressed  forward  as  far  as  the  line  of 
warders  permitted,  in  order  to  avail  himself  of  the  present 
opportunity. 

His  companion  kept  pulling  him  backwards  till  Walter  shook 
him  off  impatiently,  letting  his  rich  cloak  drop  carelessly  from 
one  shoulder;  a  natural  action,  which  served,  however,  to  display 
to  the  best  advantage  his  well-proportioned  person. 

Unbonneting  at  the  same  time,  he  fixed  his  eager  gaze  on  the 
Queen's  approach,  with  a  mixture  of  respectful  curiosity  and 
modest  yet  ardent  admiration,  which  suited  so  well  with  his  fine 
features,  that  the  warders,  struck  with  his  rich  attire  and  noble 
countenance,  suffered  him  to  approach  the  ground  over  which 
the  Queen  was  to  pass,  somewhat  closer  than  was  permitted  to 
ordinary  spectators. 

Thus  the  adventurous  youth  stood  full  in  Elizabeth's  eye  —  an 
eye  never  indifferent  to  the  admiration  which  she  deservedly 
excited  among  her  subjects. 


REVISED  ENGLISH  GRAMMAR.  171 

She  fixed  her  keen  glance  on  the  youth,  as  she  approached 
the  place  where  he  stood,  while  a  trifling  accident  happened  which 
attracted  her  attention  toward  him  yet  more  strongly.  The  night 
had  been  rainy,  and  just  where  the  young  gentleman  stood,  a 
small  quantity  of  mud  interrupted  the  Queen's  passage.  As  she 
hesitated  to  pass  on,  the  gallant,  throwing  his  cloak  from  his 
shoulders,  laid  it  on  the  miry  spot,  so  as  to  insure  her  passing 
over  it  dry-shod. 

Elizabeth  looked  at  the  young  man,  who  accompanied  this  act 
of  devoted  courtesy  with  a  profound  reverence  and  a  blush  that 
overspread  his  whole  countenance.  The  Queen  was  confused, 
blushed  in  her  turn,  nodded  her  head,  hastily  passed  on,  and 
embarked  in  her  barge  without  saying  a  word. 

"Come  along,  Sir  Coxcomb,"  said  Blount;  "your  gay  mantle 
will  need  the  brush  to-day,  I  wot." 

"This  cloak,"  said  the  youth,  taking  it  up  and  folding  it, 
"shall  never  be  brushed  while  in  my  possession." 

—  Sir  Walter  Scott,  in  ^^Kenilworth.^^ 

Read  the  historical  incident,  given  above  until  you  are  quite 
familiar  with  it ;  then  answer  the  following  questions : 

When  and  where  was  this  scene  laid?  By  whom  was  Elizabeth  sur- 
rounded as  she  advanced?  How  were  the  spectators  kept  back  from  the 
Queen  and  her  retinue  ?  Why  did  the  young  cavalier  press  forward  ?  What 
happened  as  the  result  of  his  companion's  trying  to  restrain  him  ?  Why  did 
Elizabeth  notice  him  particularly  ?  Relate  the  incident  which  showed  his 
quick  wit  and  knightly  courtesy.  How  did  the  Queen  receive  this  attention  ? 
What  did  the  young  man  reply  to  the  bantering  remark  of  his  companion 
as  the  Queen  embarked  in  her  barge  ? 

Give  four  or  more  characteristics  of  Walter  Raleigh  which  prepossessed 
observers  in  his  favor.     What  is  the  climax,  or  chief  point,  of  this  story  ? 

Abstract. 

Write  an  abstract  of  the  above  story. 

[In  writing  an  abstract  of  an  historical  scene,  be  careful  to  make  prominent 
only  the  chief  actors  and  events.  Arrange  the  incidents  in  such  order  as  to 
lead  up  to  the  point  of  special  interest ;  the  narrative  may  then  quickly  close.] 


172  CALIFORNIA   SERIES. 

LESSON  169. 

Amplification. 

Write  an  amplification  based  upon  your  own  abstract  of  the  inci- 
dent of  Walter  Raleigh^  vivifying  the  points  given  by  brief  descrip- 
tions of  the  crowd,  the  barge,  the  dress  and  appearance  of  the  Queen 
and  of  Raleigh,  and  of  the  retinue. 

[In  preparing  to  write  an  amplification  of  an  historical  event,  read  all  you 
can  find  in  history,  fiction,  and  poetry,  relative  to  the  same.  Make  extracts 
bearing  directly  upon  your  topic  after  the  manner  of  the  extracts  made  below. 
When  you  are  thoroughly  familiar  with  the  incident  and  its  historical  setting, 
put  aside  both  the  original  sketch  and  the  extracts  you  have  made,  and  write 
from  memory  and  imagination.  Be  sure  that  the  details  which  you  supply 
from  your  imagination  are  in  keeping  with  the  time,  the  place,  and  the 
characters  represented.] 

Extracts  in  aid  of  an  Amplification  of  the  Raleigh  Incident. 

Queen  Elizabeth  was  fond  of  making  magnificent  public  appearances 
surrounded  by  the  ladies  and  gentlemen  of  her  court  in  their  most  splendid 
attire. — Morris. 

During  one  of  these  pageants,  "the  bells  of  the  churches  were  set  ringing ; 
bonfires  were  kindled;  tables  w^ere  spread  in  the  streets  agreeably  to  the 
hospitality  of  the  times,  and  there  was  plentiful  eating,  drinking,  and  mak- 
ing merry." — Lancelott,  in  ^^The  Queens  of  England.^' 

The  yeomen  of  the  guard,  the  tallest  and  handsomest  men  whom  England 
could  produce,  guarded  with  their  halberds  the  passage  from  the  palace  gate 
to  the  river- side,  and  all  seemed  in  readiness  for  the  Queen's  coming  forth, 
although  the  day  was  yet  so  early.  The  royal  barge,  manned  by  the  Queen's 
watermen,  richly  attired  in  the  regal  liveries,  and  having  the  banner  of 
England  displayed,  did  indeed  lie  at  the  great  stairs  which  ascended  from 
the  river. — Sir  Walter  Scott,  in  "Kenilworth." 

The  costume  of  that  age  was  magnificent.  Gowns  of  velvet  or  satin, 
richly  trimmed  with  silks,  furs,  or  gold  lace;  and  caps  or  hoods  of  rich  mate- 
rials adorned  with  feathers,  decorated  on  all  occasions  the  persons,  not  only 
of  nobles  and  courtiers,  but  also.of  their  retainers  and  even  of  the  substantial 
citizens. — Lancelott,  in  *'The  Queens  of  England.'' 

The  cloaks  were  of  white,  red,  black,  green,  yellow,  purple,  russet,  some  of 
silk,  velvet,  and  others  of  taffety  and  satin.     Some  were  short  and  reached 


REVISED  ENGLISH  GRAMMAR.  173 

scarce  to  the  girdle,  others  to  the  knees,  and  many  were  traiUng  to  the 
ground.  They  were  striped  with  velvet,  or  bordered  with  gold  lace  or  silk. 
They  were  generally  richly  lined  of  a  different  color,  and  were  hung  or 
studded  with  bugles  or  points,  and  tassels  of  gold  and  silver. — Thornbury,  in 
"Shakespeare's  England." 

In  one  of  the  royal  chambers  at  Holyrood  Palace  is  a  picture  of  Queen 
Elizabeth.  The  chin  is  pointed,  the  face  long,  the  complexion  fair,  the  eyes 
dark  and  piercing,  while  large  ruffles  about  the  neck  give  the  head  the 
■  appearance  of  being  sunk  between  the  shoulders. — Herbert. 

The  wax -work  figure  of  Elizabeth  at  Westminster  exhibits  her  in  her 
royal  robes  as  she  may  have  appeared  at  Tilbury  or  Kenilworth.  She  wears 
a  kirtle  and  bodice  of  very  rich  crimson  satin,  embroidered  with  silver;  the 
bodice  is  very  long  and  embroidered  with  rosettes  and  crosses  of  large,  round 
Roman  pearls,  medallions  of  rubies,  sapphires,  and  diamonds,  and  is  edged 
with  silver  lace  and  ermine.  About  her  neck  are  large,  round  pearls,  rubies, 
and  emeralds.  Her  royal  mantle  is  of  purple  velvet,  trimmed  with  rows  of 
ermine  and  gold  lace.  Her  earrings  are  pearl  and  ruby  medallions,  her  crown 
is  placed  far  back  on  her  head,  above  her  light  auburn  hair,  which  is  frizzed 
very  short  above  the  ears,  but  descends  behind  in  rich,  stiff  curls. — Thorn- 
bury,  in  '^Shakespeare's  England." 


LESSON   170. 
PREPOSITIONS. 


We  have  already  learned  that  prepositions  connect  nouns  and 
pronouns  with  other  words  by  showing  relation. 

Prepositions  express  so  great  a  variety  of  relations  that  they  cannot  easily 
be  classified  according  to  meaning.  But  since  the  choice  of  prepositions 
depends  upon  a  ready  recognition  of  the  relation  to  be  expressed,  the  pupil 
should  begin  to  study  these  meanings  as  early  as  possible. 

1.  The  sun  shall  not  smite  thee  hy  dsty.— Bible. 

2.  By  cool  Siloam's  shady  rill  how  sweet  the  lily  grows.— iTedcr. 

3.  The  way  to  God  is  hy  the  road  of  men.— ^moW. 

4.  Announced   by   all   the   trumpets   of   the   sky   arrives  the 

snow.— ^mer^on. 

5.  The  crows  flapped  over  by  twos  and  threes. —Lowell, 


174  CALIFORNIA   SERIES. 

In  which  of  the  above  does  the  preposition  indicate  place  f  In  which  does 
it  indicate  time?  In  which  does  it  indicate  direction f  In  which  does  it 
indicate  instrumentality  ?    In  which  does  it  indicate  number  f 

Many  other  relations  are  expressed  by  prepositions,  such  as 
cause,  accompaniment,  possession,  agency,  separation,  opposition, 
similarity. 

In  the  following  sentences  select  the  prepositions,  and  tell  what 
relations  they  express: 

1.  Detroit  was  surrendered  through  Hull's  co\yardice. 

2.  David  killed  Goliath  with  a  stone.  • 

3.  The  British  were  conquered  by  the  Saxons. 

4.  Sunnyside  was  the  home  of  Washington  Irving. 

5.  Bunyan's  Pilgrim's  Progress  was  written  in  prison. 

6.  Napoleon  marched  toward  Moscow. 

7.  The  Spaniards  came  to  California  in  1769. 

8.  ^schylus  lived  after  Homer. 

9.  Sheffield  is  famous  for  its  cutlery. 

10.  The  telephone  was  not  invented  till  1876.  ' 

11.  Lake  Tahoe  is  said  to  be  much  like  Lake  Geneva. 

12.  The  Crusaders  advanced  against  Jerusalem. 

13.  Stevenson  died  at  Samoa. 


LESSON  171. 
Choice  of  Prepositions. 


A  discriminating  use  of  prepositions  can  be  acquired  only  by 
a  careful  observance  of  the  best  usage  among  good  writers. 

The  following  are  some  of  the  conclusions  generally  accepted  as 
such  usage : 

Agree  with  a  person. 
Agree  to  a  proposition. 

Compare  with  in  respect  to  quality. 
Compare  to  by  way  of  illustrations 

Die  hy  an  instrumentality^ 
Die  of  a  disease. 
Die  for  a  cause. 


REVISED  ENGLISH  GRAMMAR.  175 

Differ  from  in  regard  to  qualities,. 
Differ  ■with  in  opinion. 

Disappointed  of  what  we  cannot  obtain. 
Disappointed  in  what  we  have  obtained. 

Reside  at  a  point  without  regard  to  its  boundaries. 
Reside  in  a  place  having  definite  boundaries. 

Reconcile  to  to  make  friendly. 
Reconcile  with  to  make  consistent. 

Walk  in  something  already  entered. 

Walk  into /row  without,  indicating  entrance. 

Divide  between  two. 

Divide  among  more  than  two. 

[In  the  introduction  to  Worcester's  Dictionary,  and  in  Campbell's  Handbook 
of  Synonyms  and  Prepositions,  may  be  found  many  useful  suggestions  relative 
to  the  choice  of  prepositions.] 

Fill  the  following  blanks  with  the  proper  prepositions : 

1.  I  agree Froebel's  idea  of  educating  young  children. 

2.  The  United  States  agrees proposals  made  by  Great  Britain  for 

arbitration. 

3.  Mexico  does  not  compare the  United  States  in  advancement. 

4.  The  granite  pinnacles  of  Yosemite  may  be  compared cathedral 

spires. 

5.  Lincoln  died the  assassin's  hand. 

6.  Thousands  of  people  died the  London  plague  in  1665. 

7.  Stephen,  the  first  martyr,  died his  faith. 

8.  Some  people  differ the  theory  that  Mars  is  inhabited. 

9.  Queen  Elizabeth  differed her  cousin,  Mary,  Queen  of  Scots,  both 

in  appearance  and  character. 

10.  Henry  Clay  was  disappointed  being  elected  President  of  the 

United  States. 

11.  President  Faure,  of  France,  was  disappointed  the  support  of 

his  party. 

12.  Queen  Victoria  resides Windsor  Castle England. 

13.  The  Emperor  of  Germany  is  reconciled Bismarck. 

14.  Science  can  be  reconciled religion . 

15.  One  of  the  East  India  islands  lately  sank the  sea. 

16.  Moses  led  the  Israelites the  wilderness. 

17.  Moses  led  the  Israelites the  wilderness  for  forty  yea,rs, 


176 


CALIFORNIA    SERIES. 


18.  The  honor  of  the  discovery  of  the  planet  Neptune  is  equally  divided 
two  eminent  astronomers. 

19.  The  Promised  Land  was  divided  — the  twelve  tribes  of  Israel. 


LESSON  172. 

Form  short  sentences,  using  the  following  words  with  each  of  the 
accompanying  prepositions,  being  careful  to  select  in  each  case  the 
preposition  that  will  express  the  shade  of  meaning  required : 


inquire — after,  for,  into,  of 
strive — about,  for,  with 
share — in,  of,  with 
careless — about,  in,  of 
influence — on,  over,  with 
attend — on,  upon,  to 
defend — against,  from 
abide — at,  by,  with 

})art — from,  ivith 


intrude — into,  upon 
argue — against,  with 
smile — at,  on 
set — in,  upon 
insensible — of,  to 
familiar — to,  with 
touch — on,  upon 
angry — at,  with 


LESSON  173. 

Derivation  of  Prepositions. 

Prepositions  are  not  numerous  in  the  English  language,  being 
fewer  than  one  hundred  in  number. 

The  following  are  primitive  prepositions : 


after 

but              ere 

in 

over            through          under 

at 

by                for 

of 

on                till 

up 

against 

down           from 

off 

since           to 

with 

The  follow^ing  are  derivative  and  compound  prepositions : 

among  or 

between  or 

beside  or 

amid  or 

except  or 

amongst 

betwixt 

besides 

amidst 

excepting 

into 

upon 

behind 

about 

without 

unto 

underneath 

beyond 

toward 

throughout 

until 

before 

above 

within 

athwart 

along 

aslant 

save 

touching 

around 

below 

despite 

saving 

concerning 

past 

across 

notwithstanding 

during 

respecting 

onto 

REVISED  ENGLISH  GRAMMAR.  177 

The  following  phrases  may  also  be  used  as  prepositions: 


in  place  of 

out  of 

as  for 

in  regard  to 

on  account  of 

as  to 

instead  of 

according  to 

from  under 

Construct  sentences,  using  in  them  the  above  phrases  as  'prepositions. 

MoDEii :  He  failed  on  account  of  sickness. 
Use  the  following  words,  first  as  participles,  then  as  prepositions  : 

Model  :  Stonewall  Jackson,  respecting  Barbara  Frietchie's  courage,  pro- 
tected her. 

All  who  vote  should  be  required  to  know  something  respecting  the  laws  of 
our  country. 

concerning  regarding  saving 

excepting  touching  past 


LESSON  174. 
Directions  for  Parsing  Prepositions. 
To  parse  a  preposition  — 

1.  Name  it  as  a  preposition. 

2.  Tell  what  it  connects. 

3.  State  the  relation  shown. 

Model:  Heaped  in  the  hollows  of  the  grove  the  autumn  leaves  lie  dead. 

— Bryant. 

In  is  a  preposition  connecting  its  object  hollows  with  the  participle  heaped, 
by  showing  a  relation  of  place. 

Of  is  a  preposition  connecting  its  object  grove  with  the  noun  hollows,  by 
showing  a  relation  of  possession. 

Parse  the  prepositions  in  the  following  : 

1.  One  midst  the  forest  of  the  west, 
By  a  dark  stream  is  laid : 
The  Indian  knows  his  place  of  rest 
Far  in  the  cedar  shade. — Hemans. 


178  CALIFORNIA   SERIES. 

2.  We  lay  beneath  a  spreading  oak 

Beside  a  mossy  seat, 
And  from  a  turf  a  fountain  broke, 

And  gurgled  at  our  feet. — Wordsworth. 

3.  I  saw  two  clouds  at  morning, 

Tinged  by  the  rising  sun, 
And  in  the  dawn  they  floated  on 
And  mingled  into  one. — Brainard. 


LESSON  175. 

Following  the  directions  given  in  Lesson  169,  write  an  amplification 
of  some  one  of  the  following  outlines  : 
The  Rescue  of  Captain  John  Smith  by  Pocahontas. 

Captain  John  Smith,  the  hero  of  the  Virginia  colonists,  is  taken  prisoner 
by  Indians.  They  decide  to  kill  him.  The  executioner  is  ready  to  beat  out 
his  brains.  Pocahontas  entreats  in  vain  for  his  life.  She  takes  his  head  in 
her  arms  and  lays  her  own  head  upon  it.    Powhattan  relents. 

(For  details,  see ''United  States  History,  California  Series,"  and  "Vir- 
ginia," by  Cooke,  in  "American  Commonwealth  Series.") 

Una  and  the  Lion. 

Princess  Una  wanders  through  the  world  seeking  a  hero  to  release  her 
imprisoned  parents.  A  poor  young  man  volunteers  to  go  with  her.  A  wicked 
enchanter  separates  them.  While  Una  is  sleeping  a  lion  lies  down  by  her, 
and  when  she  awakens  refuses  to  leave  her.  The  knight  and  Una  are 
reunited  after  many  adventures.     The  knight  releases  Una's  parents. 

(For  details,  see  "New  California  Fourth  Reader,"  and  Wright's  "Chil- 
dren's Stories  in  English  Literature.") 

Rip  Van  Winkle. 

Rip  Van  Winkle  is  a  good-natured  fellow,  averse  to  work.  He  wanders 
into  the  mountains  with  his  gun,  and  encounters  some  phantom  figures  and 
drinks  with  them.  He  falls  into  a  deep  sleep,  which  lasts  twenty  years.  He 
awakens  and  returns  home.  Many  of  his  friends  are  dead,  and  he  is  not 
recognized  for  some  time. 

(For  details,  see  Irving's  "Sketch  Book.") 

Ulysses  and  Circe. 

Ulysses  returns  from  the  Trojan  War.  He  meets  with  many  adventures. 
He  arrives  at  Circe's  island,     He  sends  messengers  to  investigate,     Circe  is 


REVISED  ENGLISH  GRAMMAR.  179 

found  surrounded  by  creatures  changed  by  her  from  men  to  beasts.  Circe 
turns  Ulysses's  men  to  swine.  Ulysses  goes  to  rescue  his  companions. 
Mercury  gives  him  aid.  Ulysses's  men  are  restored  to  manhood,  and  the 
vessel  sails  onward, 

(For  details,  see  "Stories  of  the  Old  World,"  by  Church.  ''Adventures 
of  Ulysses,"  by  Lamb.     ''  The  Odyssey,"  by  Homer.) 

The  Story  of  Miranda. 

Prospero,  the  magician,  raises  a  wild  storm  on  the  sea.  The  storm  strands 
a  vessel  containing  Prospero's  brother  Antonio  and  a  king,  both  of  whom 
once  wronged  the  magician.  The  crew  is  scattered.  The  king's  son,  Ferdi- 
nand, is  brought  before  Prospero  and  his  daughter  Miranda.  By  and  by 
Ferdinand  tells  Miranda  that  he  is  some  day  to  be  a  king,  and  asks  her  to  be 
his  queen.  Miranda  consents,  and  Prospero  rejoices.  Prospero  now  sum- 
mons his  brother  and  the  king.  Antonio  and  the  king  recognize  Prospero 
and  beg  his  forgiveness.  Ferdinand  appears  and  presents  Miranda.  Both 
are  welcomed.     Prospero  and  Miranda  sail  away  with  the  travelers. 

(For  details,  see  Lamb's  ''Tales  from  Shakespeare,"  and  Shakespeare's 
play  "The  Tempest.") 


LESSON   176. 
CONJUNCTIONS. 
Coordinating  Conjunctions. 

1.  The  minstrel  was  infirm  and  old.— /Sco«. 

2.  To  seek  thee,  did  I  often  rove 

Through  woods  and  on  the  green. —  Wordsworth. 

3.  Where  shall  wisdom  be  found,  and  where  is  the  place  of 
understanding  ?— Bible. 

Name  the  attribute  complements  in  the  first  sentence.  By  what  conjunc- 
tion are  they  connected?  In  the  second  sentence,  what  two  phrases  modify 
rovef  By  what  conjunction  are  they  connected?  Name  the  clauses  of  equal 
rank  in  the  third  sentence.     By  what  conjunction  are  they  connected? 

Conjunctions  that  connect  parts  of  a  sentence  having  equal  rank 
(that  is  J  two  or  more  words,  phrases,  or  clauses  in  the  same  construe^ 
tion)  are  called  Coordinating  Conjunctions, 


180  CALIFORNIA   SERIES. 

The  most  important  coordinating  conjunctions  are  and,  hut,  or,  for. 

1.  And  connects  parts  by  signifying  addition.  Likewise,  besides,  moreover, 
and  also  connect  in  the  same  way. 

2.  But  connects  parts  in  contrast,  as  do  also  yet,  nevertheless,  still,  only, 
and  notwithstanding. 

3.  Or  connects  parts  by  implying  a  choice  between  two  things.  Either, 
else,  neither,  nor,  often  connect  in  the  same  way. 

4.  For  connects  parts  by  pointing  out  a  reason  or  explanation  of  something 
previously  said.     Therefore,  hence,  then,  connect  in  the  same  w^ay. 

Select  the  coordinating  conjunctions  in  the  following  sentences; 
tell  whether  they  connect  words,  'phrases,  or  clauses,  and  what  they 
signify: 

1.  Thy  rod  and  Thy  staff  they  comfort  me. 

2.  Come  away,  for  the  winter  is  past. 

3.  Many  are  called,  but  few  are  chosen, 

4.  He  is  in  haste,  therefore,  I  pray  you,  go. 

5.  We  have  met  the  enemy  and  they  are  ours. 

6.  Let  him  speak  now,  or  forever  after  hold  his  peace. 

7.  A  genius  rare  but  rude  was  honest  John. 

8.  Wealth  may  seek  us,  but  wisdom  must  be  sought. 

9.  I  lisped  in  numbers,  for  the  numbers  came. 


LESSON  177. 
Subordinating  Conjunctions. 

1.  If  the  Persians  had  not  been  defeated  at  Marathon,  Europe 
might  have  been  another  Asia.— /i*7?. 

2.  Take  heed  that  ye  do  not  your  alms  before  rnQn.— Bible. 

3.  Though  I  was  acquainted  with  books,  I  had  no  practical 
acquaintance  with  vaQw.— Godwin. 

4.  Bonaparte  was  the  ideal  of  common  men,  because  he  had 
in  transcendent   degree   the   qualities   and   powers  of   common 

men. —  Emerson. 

Name  the  clauses  in  the  first  sentence.  Are  they  of  equal  or  unequal 
rank?  Name  the  dependent  clause;  the  independent  clause,  Name  the 
connective, 


REVISED  ENGLISH  GRAMMAR.  181 

Name  the  dependent  and  the  independent  clauses  in  the  second  sentence. 
Name  the  connective.  Name  the  clauses  and  connective  in  the  third  sen- 
tence ;  in  the  fourth. 

A  conjunction  that  connects  clauses  of  unequal  rank  {that  is, 
dependent  with  independent  clauses)  is  called  a  Subordinating 
Conjunction. 

Subordinating  conjunctions  may  denote — 

1.  Place  and  Time  ;  as,  after,  before,  since,  until,  when,  while,  where,  whence. 

2.  Cause  and  Condition;  as,  although,  because,  if,  except,  since,  though, 
unless^ 

3.  End  or  Purpose;  as,  that,  lest. 

4.  Comparison;  as,  as,  than. 

To  draw  a  distinct  line  between  a  conjunction  and  a  conjunctive 
adverb  is  difficult,  the  same  words  being  used  as  both. 

When  the  connective  modifies  some  word  in  the  clause  which 
it  also  introduces,  it  is  a  conjunctive  adverb ;  when  it  does  nothing 
but  connect  the  parts  of  a  sentence,  it  is  a  conjunction;  as, 

1.  While  he  is  merciful,  he  is  also  just,     (conjunction.) 
While  there  is  life  there  is  hope,     (connective  adverb.) 

2.  Washington  was  content  to  be  a  private  citizen,  when  he  might  have 

been  king,     (conjunction.) 
Washington  retired  to  Mount  Vernon  when  the  war  closed,    (connective 
adverb. ) 

That,  when  equivalent  to  in  order  that^  or  when  merely  intro- 
ducing a  noun  clause,  is  a  subordinating  conjunction.  When  it 
connects,  and,  at  the  same  time,  relates  to  an  antecedent,  it  is  a 
relative  pronoun;  as, 

1.  The  Connecticut  charter  was  hidden  in  a  hollow  oak,  that  Andros  might 
not  get  it.     (conjunction.) 

2.  The  people  knew  that  he  was  a  tyrant,     (conjunction.) 

3.  All  is  not  gold  f/AO-^  glitters,     (connective  pronoun.)  • 

The  following  phrases  are  sometimes  used  as  conjunctions: 
as  if  as  thougli  as  well  as  provided  that  seeing  that,  etc. 


182  CALIFORNIA   SERIES. 

Complete  each  of  the  following  sentences  by  a  clause,  and  then  tell 
what  the  conjunction  denotes : 


1.  The  stars  appear  smaller  than  the  moon,  because . 

2.  The  Czar  of  Kussia  dare  not  walk  the  streets,  lest . 

3.  The  Prince  of  Wales  will  be  king  of  England,  unless . 

4.  Abraham  Lincoln  would  have  been  president  for  eight  years,  if 

5.  Gladstone  is  still  a  power  in  politics,  although  — . 

6.  The  sun  is  now  eclipsed,  as . 


7.  San  Francisco  Bay  is  a  safe  harbor  since . 

8.  How  can  good  people  be  indifferent  to  temperance  reform  wheji . 

9.  The  Pilgrims  sought  a  New  World  that . 

Be  careful  to  use  the  proper  pronoun  after  the  conjunction;  thus, 

He  is  as  tall  as  I.     (not  me. ) 
I  am  taller  than  she.     (not  her.) 
You  write  as  well  as  he.     (not  him.) 


LESSON  178. 


Select  the  subordinating  conjunctions  and  tell  what  they  connect, 
and  what  the  clauses  introduced  by  them  denote;  alsOy  whether  the 
clauses  are  adjective,  adverbial,  or  substantive : 

1.  Thou  shalt  love  thy  neighbor  as  thyself. — Bible. 

2.  Except  ye  repent,  ye  shall  all  likewise  perish. — Bible. 

3.  I  slept,  and  dreamed  that  life  was  beauty, 

I  woke,  and  found  that  life  was  duty. — Hooper. 

4.  Sappho  survives  because  we  sing  her  songs;  iEschylus,  because  we 
read  his  plays. — Browning. 

5.  Some  must  follow  and  some  command, 

Though  all  are  made  of  clay. — Longfellow. 

6.  Grievances  can  not  be  redressed,  unless  they  are  known  ;  and  they  can 
not  be  known,  but  through  complaint. — Franklin. 

7.  Let  me  die,  since  I  have  seen  Thy  face. — Bible. 

8.  I  recall  the  sense  of  what  he  said,  although  I  mar  the  force  of  his 
expres^ons. — Shelley. 

9.  These  are  mine  empire,  more  glorious  far  than  that  which  thou  sur- 
veyest. — Shelley. 

10.  This  do,  lest  we  should  fall  as  from  a  glorious  pinnacle. — Shelley. 


REVISED  ENGLISH  GRAMMAR.  183 

Coordinate  clauses,  when  slightly  connected,  are  generally 
separated  by  the  semicolon,  omitting  the  conjunction. 

In  an  enumeration  of  particulars,  if  the  parts  are  separated 
from  each  other  by  commas,  they  should  be  separated  from  the 
general  term  by  a  semicolon ;  but  if  the  parts  are  themselves 
separated  by  semicolons,  they  should  be  separated  from  the 
general  term  by  a  colon. 

Give  the  reason  for  the  use  of  the  semicolon  and  the  colon  in 
each  of  the  following  sentences: 

1.  Tic-tac,  tic-tac  go  the  wheels  of  thought;  our  will  can  not  stop  them; 
they  can  not  stop  themselves;  sleep  can  not  still  them. 

2.  It  may  cost  treasure,  and  it  may  cost  blood;  but  it  will  stand,  and  it 
will  richly  compensate  for  both. 

3.  That  the  diamond  should  be  made  of  the  same  material  as  coal;  that 
water  should  be  chiefly  composed  of  an  inflammable  substance;  that  acids 
should  be  chiefly  composed  of  different  kinds  of  air:  these,  surely,  are 
things  to  excite  the  wonder  of  any  thinking  mind. 


LESSON  179. 
Correlatives. 


Words  used  in  pairs  as  connectives  are  called  Correlatives.    The 
following  are  the  principal  correlatives: 

1.  Such  -  as  :  Such  advice  as  Polonius  gave  his  son  profits  us  all. 

2.  As  -  as  :  Lady  Macbeth  was  as  wicked  as  her  husband. 

3.  So  -  as:  Juliet's  life  was  not  so  sad  as  Ophelia's. 

4.  Neither  -  nor  :  Desdemona  was  neither  false  nor  fickle. 

5.  So  -  that :  Shylock  was  so  revengeful  that  he  claimed  the  pound  of  flesh. 

6.  Either- or :  Othello  was  either  insane  or  madly  jealous. 

7.  Though  -  yet :    Though  King  Lear  loved  his  elder  daughters,  yet  they 

cast  him  out. 

8.  Whether  -  or  :  Whether  Hamlet  was  mad  or  feigning  madness  we  can 

not  tell. 

9.  As  -  so :  As  Portia  is  the  type  of  dignity,  so  Miranda  is  the  type  of 

innocence. 
10.  Not  only  -  but  also  :  In  Henry  IV,  Falstaff*  figures  not  only  as  a  soldier, 
but  also  as  a  wit. 


184  CALIFORNIA   SERIES. 

11,  Both -and:   Both  Rosalind  and  Celia  wore  disguises  in  the  Forest  of 
Arden. 

The  first  word  of  each  pair  of  correlatives  is  either  (a)  an 
adjective,  as  in  sentences  1,  11 ;  (b)  an  adverb,  as  in  sentences  2, 
3,  5;  (c)  or  a  conjunction,  as  in  sentences  4,  6,  7,  8,  9.  The 
second  word  is  always  a  conjunction.  Both  members  of  a  correl- 
ative may  be  doubled,  as  in  sentence  10. 

Fill  the  following  blanks  with  the  proper  correlatives: 

1. Eric,  the  Red, Christopher  Columbus  was  the  discoverer 

of  America. 

2.  Grant  exhibited great  genius  for  war he  was  made  com- 
mander-in-chief of  the  Union  forces. 

3.  France gave  America  encouraging  words 

sent  troops  and  fleets. 

4.  singers Jenny  Lind  are  rare. 

5.  Shakespeare Bacon  wrote  the  plays  ascribed  to  the  former 

is  disputed. 

6.  Bismarck Gladstone  is  a  young  man. 

7.  three  is  to  six, is  five  to  ten. 

8.  men  jeered  at  the  Abolitionists they  persevered  until  the 

slaves  were  freed. 

9.  Thomas  Jefferson John  Adams  died  July  4,  1826. 

10.  Franklin Morse  could  have  looked  forward  to  the  mar- 
velous development  of  electrical  appliances. 

11.  George  Sand  was  not great  a  novelist George  Eliot. 

12.  Wellington  was brave  a  general the  world  has  ever  seen. 

13.  Westminster  Abbey  is  England's  temple  of  fame is  the 

Pantheon  that  of  France. 


LESSON  180. 


The  omission  of  connectives  often  gives  greater  strength  to  a 
sentence;  as, 

I  came,  I  saw,  I  conquered. — Cxsar. 

In  the  following  sentences,  supply  the  connectives  omitted  and  tell 
what  they  connect : 


REVISED  ENGLISH  GRAMMAR.  185 

1.  Charity  beareth  all  things,  believeth  all  things,  hopeth  all  things, 
endureth  all  things. — Bible. 

2.  Good-bye,  proud  world!  I 'm going  home. — Emerson. 

3.  Fear  not  each  sudden  sound  and  shock, 
'T  is  of  the  wave,  and  not  the  rock ; 

'T  is  but  the  flapping  of  the  sail, 

And  not  a  rent  made  by  the  gale. — Longfellow. 

4.  A  beautiful  form  is  better  than  a  beautiful  face ;  a  beautiful  behavior  is 
better  than  a  beautiful  form. — Emerson. 

5.  The  shades  of  eve  come  slowly  down. 
The  woods  are  wrapt  in  deeper  brown, 
The  owl  awakens  from  her  dell, 

The  fox  is  heard  upon  the  fell ; 

Enough  remains  of  glimmering  light 

To  guide  the  wanderer's  steps  aright. — Scott. 


LESSON  181. 
Directions  for  Parsing  Conjunctions. 
To  parse  a  cotij unction,  state: 

1.  Class  —  Coordinating  or  subordinating. 

2.  Construction — Words,  phrases,  or  clauses,  connected. 

Model  :  Hear  me  for  my  cause,  and  be  silent  that  you  may  hear. 

—  Shakespeare. 

And  is  a  coordinating  conjunction,  connecting  the  independent  clauses 
hear  me  and  be  silent. 

That  is  a  subordinating  conjunction,  connecting  the  dependent  clause 
modifier  you  may  hear  with  the  independent  clause  be  silent. 

Parse  the  conjunctions  in  the  following  sentences : 

1.  Neither  a  borrower  nor  a  lender  be. — Shakespeare. 

2.  1  am  not  a  Virginian,  but  an  American. — Patrick  Henry. 

3.  I  only  regret  that  I  have  but  one  life  to  lose  for  my  country. — N.  Hale. 

4.  He  heard  it,  but  he  heeded  not — his  eyes 

Were  with  his  heart,  and  that  was  far  away. — Byron. 

5.  Either  he  is  talking,  or  he  is  pursuing,  or  he  is  in  a  journey,  or  perad- 
venture  he  sleepeth,  and  must  be  awaked. ^5*6Ze. 

6.  And  the  stars  never  rise  but  I  feel  the  bright  eyes 

Of  the  beautiful  Annabel  Lee. — Poe. 

13-Q 


186  CALIFORNIA   SERIES. 

7.  Men  must  be  taught  as  if  you  taught  them  not. — Pope. 

8.  Sir,  I  would  rather  be  right  than  be  president. — Clay. 

9.  But  whether  by  magic's  or  alchemy's  powers  we  know  not. — Taylor. 

10.  As  thy  days  so  shall  thy  strength  be. — Bible. 

11.  Millions  of  spiritual  creatures  walk  the  earth  unseen,  both  when  we 
wake  and  when  we  sleep. — Milton. 

12.  We  must  all  hang  together,  or,  assuredly,  we  shall  all  hang  sepa- 
rately.— Benjamin  Franklin. 

13.  As  the  hart  panteth  after  the  water  brooks,  so  panteth  my  soul  after 
thee,  O  God. — Psalms. 

14.  Hannah,  the  housemaid,  laughed  with  her  eyes  as  she  listened,  but 
governed  her  tongue  and  was  silent. — Longfellow. 

15.  In  fact,  there  is  nothing  that  keeps  its  youth, 

.   So  far  as  I  know — but  a  tree  and  truth. — Holmes. 

16.  I  sometimes  think  that  never  blows  so  red 

The  rose  as  where  some  buried  Caesar  bled. — Omar  Khayyam. 

17.  Though  the  mills  of  God  grind  slowly,  yet  they  grind  exceeding 
small. — Friedrich  von  Logau. 

18.  Let  a  child  read  and  understand  such  stories  as  those  of  the  friendship 
of  Damon  and  Pythias,  the  integrity  of  Aristotle,  the  fidelity  of  Regulus,  the 
purity  of  Washington,  the  invincible  perseverance  of  Franklin,  and  he  will 
think  differently  and  act  differently  all  the  days  of  his  remaining  life. 

—  Horace  Mann. 


LESSON  182. 
Review  of  Conjunctions.  . 

By  Topics.— 

Classes. 

Coordinating  (176). 

How  they  connect  (176). 
Subordinating  (177). 

What  they  denote  (177). 

Construction. 

Connecting  words  (181). 
Connecting  phrases  (181). 
Connecting  clauses  (181). 

Correlatives  (179). 


REVISED  ENGLISH  GRAMMAR.  187 

By  Questions. — What  four  things  do  coordinating  conjunctions  denote?  (176) 
How  is  the  conjunction  and  used?  (176)  What  other  conjunctions  are  used 
in  the  same  way?  (176)  Answer  the  same  questions  concerning  the  conjunc- 
tion but  (176);  concerning  the  conjunction  or  (176);  concerning  the  con- 
junction for.  (176)  Give  and  use  in  a  sentence  two  subordinating  conjunctions 
denoting  place  and  time  (177) ;  two  denoting  cause  and  condition  (177) ;  two 
denoting  end  or  purpose  (177);  two  denoting  comparison.  (177)  State  the 
distinction  between  a  conjunctive  adverb  and  a  pure  adverb.  (177)  What 
phrases  may  be  used  as  conjunctions?  (177) 

Define  the  uses  of  the  semicolon  and  the  colon  used  in  place  of  con- 
junctions. 

In  correlatives,  of  which  three  parts  of  speech  must  the  first  word  always 
be?  (179)    What  part  of  speech  is  the  second  word? 


LESSON  183. 
INDIRECT  QUOTATIONS. 

1.  Paul  said,  "  I  have  fought  a  good  fight." 

2.  Paul  said  that  he  had  fought  a  good  fight. 

In  which  sentence  are  the  exact  words  of  the  speaker  given  ?  When  the 
exact  words  of  another  are  repeated,  what  do  we  call  the  expression  ?  How 
is  a  direct  quotation,  like  that  in  sentence  one,  punctuated  and  capitalized? 

In  the  second  sentence,  what  clause  takes  the  place  of  the  direct  quotation  ? 
Is  it  set  off  by  quotation  marks  ?  What  change  is  made  in  the  pronoun  ? 
What  change  is  made  in  the  verb  ? 

A  quotation  which  repeats  the  thought  hut  not  the  exact  words  of 
another  is  called  an  Indirect  Quotation. 

The  indirect  quotation  is  usually  introduced  by  the  conjunction  that,  a 
comma  being  placed,  in  formal  quotations,  before  the  conjunction,  unless  the 
quotation  consists  of  a  single  statement.  No  quotation  marks  are  used  and 
the  quotation  does  not  begin  with  a  capital. 

Note  that  the  indirect  qiiotation  is  not  only  less  vivid  than  the  direct  quo- 
tation, but  also  that  it  is  necessarily  somewhat  inaccurate  in  conveying  the 
speaker's  exact  thought. 

Single  quotation  marks  may  indicate  a  quotation  within  a 
quotation;  as, 


188  CALIFORNIA   SERIES. 

But  Hector  to  his  loving  spouse  replied,  "Well  I  know  that  the  sacred 
city  of  Troy  will  perish ;  yet  it  is  not  Troy,  nor  the  people,  nor  even  my  father 
and  mother,  for  whom  I  shall  care  as  I  do  for  thee,  when  some  Greek  shall 
carry  thee  away  captive,  and  some  one  shall  say  when  he  sees  thee,  'This 
was  Hector's  wife,  who  was  bravest  of  the  sons  of  Troy.'  O  let  the  earth 
cover  me  before  I  hear  thy  cries  as  thou  art  borne  awsij."— Hector's  Parting 
with  Andromache,  in  Homer's  "Iliad." 

Change  the  following  sentences  from  the  direct  to  the  indirect 
form  of  quotation: 

1.  Socrates  remarked,  "  How  many  things  there  are  which  I  do  not  need. " 

2.  Marcus  Aurelius  wrote,  "K  wrongdoer  is  often  a  man  who  has  left 
something  undone." 

3.  Raising  his  voice  till  the  old  arches  of  Irish  oak  resounded,  ' '  There- 
fore," said  he,  "I  impeach  Warren  Hastings  of  high  crimes  and  misde- 
meanors." 

4.  Hypatia  said,  ''I  have  done  no  wrong  and  I  fear  no  punishment." 

5.  Thus  answered  Basil,  the  blacksmith:*  ''  Benedict  Belief ontaine,  thou 
hast  ever  thy  jest  and  thy  ballad." 

6.  Webster  said,  ''I  was  born  an  American,  I  will  live  an  American,  I 
shall  die  an  American." 

7.  Sir  Isaac  Newton  said,  '*  I  do  not  know  what  I  may  appear  to  the  world ; 
but  to  myself  I  seem  to  have  been  only  like  a  boy  playing  on  the  sea -shore, 
and  diverting  myself  in  now  and  then  finding  a  smoother  pebble  or  a  prettier 
shell  than  ordinary,  whilst  the  great  ocean  of  truth  lay  all  undiscovered 
before  me." 

8.  Pilate  saith  unto  him,  ''What  is  truth?" 

9.  Evarts  spoke  of  him  as  follows:  "In  the  sphere  of  literature,  Webster 
has  a  clear  title  to  be  held  as  one  of  the  greatest  authors  and  writers  of  our 
mother  tongue  that  America  has  produced." 


LESSON  184. 

Change  the  following  indirect  quotations  to  direct  quotations: 

1.  In  speaking  of  his  visit  to  Westminster  Abbey,  Irving  says  that  he 
passed  some  time  in  the  Poet's  Corner,  which  occupies  an  end  of  one  of  the 
transepts,  or  cross  isles,  of  the  abbey;  that  the  monuments  are  generally 
simple,  for  the  lives  of  literary  men  afford  no  striking  themes  for  the  sculptor; 

*  Note  that  a  quotation  formally  introduced  is  preceded  by  a  colon,  not  by 
a  comma. 


HE  VISED  ENGLISH  GMAMMAM.  189 

that  Shakespeare  and  Addison  have  statues  erected  to  their  memories ;  that 
the  greater  part  have  busts,  medahions,  and  sometimes  mere  inscriptions; 
and  that,  notwithstanding  the  simplicity  of  these  memorials,  he  observed 
that  the  visitors  to  the  abbey  remained  longest  about  them. 

2.  Morley  says,  that  the  great  successes  of  the  world  have  been  affairs  of 
a  second,  a  third,  nay,  a  fiftieth  trial,  and  that  the  history  of  literature,  of 
science,  of  art,  of  industrial  achievements  —  all  testify  to  the  truth  that 
success  is  only  the  last  term  of  what  looked  like  a  series  of  failures. 

3.  John  Bright  said,  that  he  believed  there  is  no  permanent  greatness  for 
a  nation  except  it  be  based  upon  morality ;  that  he  did  not  care  for  military 
greatness  or  military  renown,  but  that  he  cared  for  the  condition  of  the 
people  among  whom  he  lived. 


LESSON   185. 
SIMILE  AND  METAPHOR.* 

[See  pages  56  and  126,  New  Fourth  Reader.] 

1.  Youth  is  like  the  springtime  of  life. 

2.  Youth  is  the  springtime  of  life. 

To  what  is  youth  compared  in  both  of  the  above  sentences?  What  part 
of  life  is  youth?  What  part  of  the  year  is  spring?  In  what  respect,  then, 
may  the  two  be  said  to  be  alike  ? 

In  which  sentence  above  is  the  comparison  directly  expressed  by  means 
of  the  word  like  ? 

In  which  sentence  is  youth  spoken  of  as  if  it  were  really  springtime  ?  In 
this  sentence  is  the  comparison  fully  expressed,  or  only  suggested  or  im- 
plied? 

A  direct  expression  of  resemblance  between  two  things^  in  most 
respects  unlike,  is  called  a  Simile ;  as, 

1.  The  Assyrian  came  down  like  a  wolf  on  the  fold. — Byron. 

2.  As  a  flower  of  the  field,  so  he  flourisheth. — Bible. 

A  simile  is  usually  introduced  by  the  words  like  and  as;  but  so,  just  so, 
similar  to,  etc.,  may  be  used  to  express  the  comparison. 

A  suggested  or  implied  comparison  between  two  things,  in  most 
respects  unlike,  is  called  a  Metaphor ;  as, 

*  Personification,  metaphor,  and  simile  are  called  Figures  of  Speech. 


190  CALIFORNIA   SEBIES. 

1.  Spare  moments  are  the  gold-dust  of  time. — Anon. 

2.  Aloft  on  sky,  on  mountain  wall, 

Are  God's  great  pictures  hung. —  Whittier. 

Select  the  metaphors  and  similes  from  the  following;  tell  what 
things  are  compared,  and  in  what  respect  they  bear  resemblance  to 
each  other: 

1.  Thy  word  is  a  lamp  unto  my  feet. — Bible. 

2.  His  words  were  shed  softer  than  leaves  from  the  pine, 

And  they  fell  on  Sir  Launfal  as  snows  on  the  brine. — Lowell. 

3.  The  little  bird  sits  at  his  door  in  the  sun, 

Atilt  like  a  blossom  among  the  leaves. — Lowell. 

4.  Earth  proudly  wears  the  Parthenon 

As  the  best  gem  upon  her  zone. — Emerson. 

5.  What  was  it  passed  ?    Were  they  pigeons  or  sparrows 

That  whispered  away  like  a  hurtle  of  arrows  ? — C.  E.  Markham. 

6.  There  is  no  frigate  like  a  book 

To  take  us  lands  away, 
Nor  any  coursers  like  a  page 

Of  prancing  poetry. — E.  Dickinson. 

7.  The  work  an  unknown  good  man  has  done  is  like  a  vein  of  water 
flowing  hidden  under  ground,  secretly  making  the  grass  green. — Carlyle. 

8.  There  is  sweet  music  here  that  softer  falls 

Than  petals  from  blown  roses  on  the  grass. — Tennyson. 

9.  They  shall  be  as  the  morning  cloud,  as  the  chaff  that  is  driven  with 
the  whirlwind  out  of  the  floor,  and  as  the  smoke  out  of  the  chimney. — Bible. 

10.  Like  the  lily  fallen  lies  she  there, 

Like  the  lily's  pollen  is  her  hair. — Virna  Woods. 

11.  Sweet  friends !  what  the  women  lave 
For  its  last  bed  of  the  grave. 

Is  but  a  hut  which  I  am  quitting. 

Is  a  garment  no  more  fitting, 

Is  a  cage  from  which,  at  last. 

Like  a  hawk,  my  soul  hath  passed. 

'T  is  an  earthen  jar,  whose  lid 

Allah  sealed,  the  while  it  hid 

That  treasure  of  his  treasury, 

A  mind  that  loved  him ;  let  it  lie. — E.  Arnold. 

12.  By  the  street  called  By -and -By,  you  reach  the  house  called  Never. 

—  Proverb. 


REVISED  ENGLISH  GRAMMAR.  191 

LESSON  186. 

A  metaphor  may  be  expressed  by  a  single  word  —  a  noun,  an 
adjective,  or  a  verb  —  the  rest  of  the  words  in  the  sentence  being 
used  in  the  ordinary  way;  as, 

1.  Little  Marjorie  Fleming  was  loved  for  the  sunniness  of  her  disposition. 

2.  Our  public  school  system  offers  a  golden  opportunity  to  the  young. 

3.  The  friends  about  the  death -bed  of  Socrates  were  melted  in  grief. 

Change  the  following  expressions  from  metaphorical  to  plain 
language : 

corroding  cares  inflamed  by  anger  the  flight  of  time 

the  sunset  of  life  a  roseate  future  puffed  with  pride 

Explain  the  meaning  of  the  following  expressions : 

the  voyage  of  life  the  whirligig  of  time  a  gleam  of  reason 

a  flash  of  wit  a  pillar  of  the  church  a  flight  of  fancy 

a  ray  of  hope  the  ship  of  state  the  head  of  a  class 

the  hub  of  the  universe  the  staff  of  life  a  shade  of  doubt 


LESSON  187. 

A  word  is  used  in  its  literal  sense  when  it  has  its  simplest  and 
most  natural  meaning. 

A  word  is  said  to  be  used  in  its  figurative  sense  when  it  is  em- 
ployed to  carry  its  idea  to  an  object  to  which  it  does  not  naturally 
belong. 

In  which  of  the  following  has  the  adjective  a  literal,  in  which  a 
figurative  meaning  f 

a  dull  knife  a  light  answer  a  tender  heart 

a  dull*  boy  a  light  weight  a  tender  steak 

golden  sunlight  the  happy  day  a  bright  mind 

golden  ornaments  the  happy  child  a  bright  dollar 

a  bitter  almond  a  deep  sorrow  a  clear  head 

a  bitter  experience  a  deep  well  a  clear  glass 

*  Metaphors  like  this,  so  common  that  we  scarcely  think  of  them  as  unusual 
expressions,  are  sometimes  called /aded  metaphors. 


192 


CALIFORNIA   SERIES. 


a  rough  road 
a  rough  answer 

a  heavy  stone 
a  heavy  discourse 


a  soft  voice 
a  soft  plum 

a  sunny  day 
a  sunny  smile 


an  angry  sea 
an  angry  man 

the  thirsty  ground 
the  thirsty  boy 


Select  or  compose  ten  figurative  expressions  similar  to  the  above. 


LESSON  188. 


Compose  similes  by  filling  the  blanks  in  the  following : 

1.  Life  is a  river  flowing  to  the  ocean  of  eternity. 

2.  Sorrows  are clouds,  sure  to  pass  away. 

3.  Kindness  is sunshine,  brightening  human  lives. 


4.  A  lake  is 


a  mirror  reflecting  the  clouds. 


Change  your  similes  to  metaphors  'by  omitting  the  term  of  com- 
parison. 

How  many  similes  and  metaphors  can  you  find  in  "  The  Village 
Blacksmith,'^  '''The  Ship  of  State/'  and  ^^The  Sheep -Shearing,'' 
New  Fourth  Reader. 


LESSON    189. 


Select  the  name  of  an  animal  from  the  list  below,  and  from  the 
list  of  qualities  select  one  of  which  the  animal  is  a  type  or  symbol  : 

Qualities.  Animals. 


strength 

wisdom 

lamb 

lion 

meekness 

vanity 

lark 

horse 

cunning 

bravery 

fox 

wolf 

happiness 

cowardice 

dog 

donkey 

faithfulness 

ferocity 

dove 

ox 

industry 

obstinacy 

bee 

peacock 

patience 

gentleness 

owl 

tiger 

Compose  similes  comparing  a  person  with  each  of  the  above 
animals  in  respect  to  the  quality  which  the  animal  stands  for,  or 
symbolizes. 

Model  :  He  is  as  poor  as  a  church  mouse.  (A  church  mouse  symbolizes 
poverty.) 


REVISED  ENGLISH  GRAMMAR.  193 

What  flower  or  tree  may  he  named  in  a  simile  speaking  of: 
purity  modesty  strength  sweetness 


LESSON  190. 
HISTORY  OF  WORDS. 

In  every  living  language,  words  are  gradually  changing  their 
meaning  or  becoming  obsolete.  Many  words  are  in  themselves 
faded  metaphors. 

The  dictionary  is  the  best  guide  to  the  study  of  words,  and 
should  be  diligently  consulted  by  every  student  of  language. 

For  example,  suppose  you  read  the  sentence,  "  Ponce  de  Leon's 
search  for  the  fountain  of  eternal  youth  was  a  quixotic  enterprise." 
The  word  quixotic  is  unfamiliar. 

Consulting  Webgter's  Unabridged  Dictionary,  you  find 

Quixotic,  a.     Like  Don  Quixote ;  romantic  to  extravagance. 

Turning  to  ^'  Don  Quixote,"  in  the  "  Noted  Names  of  Fiction," 
at  the  back  of  the  dictionary,  you  find  that  Don  Quixote  was  the 
hero  of  a  celebrated  Spanish  romance  by  Cervantes,  and  you  find, 
also,  a  sketch  of  his  character. 

You  will  then  be  interested  to  re-read  the  Lessons  on  pages  157 
and  159,  New  Fourth  Reader,  which  relate  to  this  Spanish  story. 

Putting  together  all  you  have  read,  you  will  have  the  history 
of  the  word  quixotic,  which,  from  the  name  of  the  hero  of  a 
popular  book  has  come  into  the  language  as  a  common  adjective, 
meaning  highly  or  extravagantly  romantic. 

In  addition  to  words  rich  in  historical  associations,  common, 
every -day  words  should  be  studied.  They,  too,  contain  wonders. 
Each  word  has  its  root- meaning — the  single  cell  from  which 
other  cells  have  developed.  Thus,  the  familiar  word  green  proba- 
bly traces  its  history  back  to  the  word  grow,  being  first  used  to 
describe  the  color  of  growing  things.  No  branch  of  language  -  study 
will  be  found  more  delightful  or  more  profitable  than  that  of  the 
origin,  the  birth,  of  living  words. 


194  CALIFORNIA   SERIES. 

The  following  extract  from  W.  D.  Whitney's  "Life  and  Growth 
of  Language"  will  reveal  still  further  the  nicer  meanings  of  words: 

''The  relics  of  forgotten  derivations,  of  faded  metaphors,  are  scattered 
thickly  through  every  part  of  our  vocabulary.  Perplex  means '  braid  together, 
intertwine.'  Simple  is  'without  fold,'  as  distinguished  from  what  is  double, 
or  'two -fold';  in  simplicity  and  duplicity  we  have  a  moral  contrast  more 
distinctly  brought  to  view.  *  *  *  Trivial  is  what  is  found  '  at  the  street- 
crossings ';  anything  is  obvious  which  meets  'us  in  the  way,'  which  'occurs 
to,'  or  'runs  against'  us.  To  suggest  is  to  'carry  under,'  or  supply,  as  it 
were,  from  beneath,  not  conspicuously — and  so  on." 

By  persisting  in  the  careful  study  of  words  as  suggested  in  this 
Lesson,  your  thought  will  be  enriched  so  that  you  will  see  many 
new  relations  of  ideas,  and  thereby  acquire  a  larger  stock  of  words 
as  well  as  a  more  discriminating  use  of  language. 

If  you  were  to  notice  the  number  of  words  you  use  and  hear 
used  by  the  people  with  whom  you  are  acquaijited,  you  would  be 
surprised  to  find  how  few  they  are. 

0.  F.  Emerson,  in  his  ''The  History  of  the  English  Language," 
says: 

"The  vocabulary  of  the  individual  is  far  more  restricted  than  might  ordi- 
narily be  supposed.  Even  the  word- stock  of  our  greatest  writers  includes  a 
comparatively  small  proportion  of  the  words  actually  found  in  the  dictionary 
or  existing  in  the  speech  itself.  We  know,  for  example,  that  Shakespeare  in 
his  works  used  about  fifteen  thousand  words,  and  Milton  about  eight  thou- 
sand. It  has  been  estimated  that  the  ordinary  individual  does  not  use  half 
of  the  latter  number.  "* 

Study  the  history  of  the  following  words^  consulting  the  dictionary 


and  such  other 

helps  as  are 

accessible : 

lilliputian 

laconic 

hermetically 

tantalize 

dandelion 

chimera 

July 

artesian 

picnic 

dunce 

August 

canter 

poach 

epicure 

panic 

calico 

squirrel 

flora 

phaeton 

silhouette 

*In  addition  to  the  works  of  Whitney  and  Emerson  quoted  here,  the  student 
will  receive  valuable  aid  from  Skeat's  "  Primer  of  English  Etymology  ";  Sweet's 
"New  English  Grammar'';  Kellner's  " Lessons  in  English  Syntax";  Green's 
"A  Short  History  of  the  English  People." 


HE  VISED  ENGLISH  GRAMMAR.  195 

LESSON  191. 

VERBS. 

Transitive  and  Intransitive. 

1.  Caesar  loved  Brutus.  , 

2.  Brutus  stabbed  Caesar. 

3.  Caesar  fell  at  the  foot  of  Pompey's  statue. 

4.  Mark  Antony  spoke  at  Caesar's  funeral. 

In  the  first  sentence,  what  word  asserts  action?  What  is  the  subject  of 
the  verb  ?  What  noun  used  as  the  object  of  the  verb  names  the  receiver  of 
the  action  ? 

What  is  the  verb  in  the  second  sentence  ?  What  is  the  subject  ?  What 
noun  names  the  receiver  of  the  action? 

Verbs  which  tale  objects  are  called  Transitive*  Verbs;  because 
they  express  action  as  passing  over  from  the  subject  to  the  object 
(^.  e.,  as  being  exerted  upon  something) . 

Name  the  verb  in  the  third  sentence.  Does  the  action  expressed  by  the 
verb  pass  to  an  object  ? 

Does  the  verb  in  the  fourth  sentence  assert  the  action  as  passing  over  to 
an  object  ? 

Verbs  which  do  not  take  objects  are  called  Intransitive  Verbs. 

Some  intransitive  verbs  have  a  complete  meaning  in  themselves;  as, 
Brutus,  thou  sleep'st.  Some  must  be  followed  by  a  noun  or  adjective,  ex- 
pressed or  understood;  as,  I  am  no  orator,  as  Cassius  is  [an  orator];  Cassius 
is  aiveary  of  the  world. 

Select  the  transitive  and  intransitive  verbs  in  the  following  extracts: 

1.  The  sun  rears,  as  I  have  said,  the  whole  vegetable  world,  and  through 
it  the  animal ;  the  lilies  of  the  field  are  his  workmanship,  the  verdure  of  the 
meadows,  and  the  cattle  upon  a  thousand  hills.  He  forms  the  muscles,  he 
urges  the  blood,  he  builds  the  brain.  His  fleetness  is  in  the  lion's  foot ;  he 
springs  in  the  panther,  he  soars  in  the  eagle,  he  slides  in  the  snake.  He 
builds  the  forest  and  hews  it  down ;  the  power  which  raised  the  tree,  and 
which  wields  the  ax,  is  one  and  the  same.  The  clover  sprouts  and  blossoms, 
and  the  scythe  of  the  mower  swings  by  the  operation  of  the  same  force. 

—  Tyndall. 


*  Transitive,  from  the  Latin  transire,  meaning  to  pass  over. 


196  CALIFORNIA   SEMIES. 

2.  A  breeze  thro'  all  the  garden  swept, 
A  sudden  hubbub  shook  the  hall, 

And  sixty  feet  the  fountain  leapt. 

The  hedge  broke  in,  the  banner  blew. 

The  butler  drank,  the  steward  scrawled, 
The  fire  shot  up,  the  martin  flew, 

The  parrot  screamed,  the  peacock  squalled. 
The  maid  and  page  renewed  their  strife, 

The  palace  banged,  and  buzzed,  and  clacked. 
And  all  the  long -pent  stream  of  life 

Dashed  downward  in  a  cataract. 

— From  Tennyson's  ^'Tfie  Day- Dream." 

3.  Down  through  the  ether  I  hurl  constellations ;  up  from  their  earth -bed 
I  wake  the  carnations.  I  laugh  in  the  flame  as  I  kindle  and  fan  it ;  I  crawl 
in  the  worm ;  I  leap  in  the  planet.  Forth  from  its  cradle  I  pilot  the  river ; 
in  lightning  and  earthquake  I  flash  and  I  quiver.  I  am  the  monarch  uniting 
all  matter;  the  atoms  I  gather;  the  atoms  I  scatter.  I  always  am  present, 
yet  nothing  can  bind  me ;  like  thought  evanescent,  they  lose  me  who  find 
me. — From  Pushkin's  Hymn  to  Force. 

4.  The  grass  of  yesteryear 

Is  dead ;  the  birds  depart,  the  groves  decay ; 
Empires  dissolve  and  peoples  disappear; 
Song  passes  not  away.—  William  Watson. 


LESSON  192. 


The  distinction  between  a  transitive  and  an  intransitive  verb  is 
dependent,  not  so  much  upon  the  verb  itself,  as  upon  the  way  it 
is  used  in  the  sentence. 

Many  verbs,  as  you  may  see  by  consulting  the  dictionary,  are 
both  transitive  and  intransitive  in  use ;  as, 

1.  Would'st  thou  both  eat  thy  cake  and  have  it?    (transitive.) 

2.  Eat,  drink,  and  be  merry,     {intransitive.) 

Verbs  usually  intransitive  are  sometimes  followed  by  an  object  comple- 
ment similar  in  meaning  to  the  verb  itself;  as,  I  dreamed  a  dream  to-night; 
I  have  fought  a  good  fight. 


REVISED  ENGLISH  GRAMMAR.  197 

Select  the  verbs  from  the  folloiving.  Tell  in  respect  to  each  verb 
whether  it  is  transitive  or  intransitive ;  if  transitive^  give  the  object ; 
if  intransitive  J  the  predicate  noun  or  adjective  {if  any)  : 

1.  Soldier,  rest !  thy  warfare  o'er, 

Sleep  the  sleep  that  knows  not  breaking ; 
Dream  of  battled  fields  no  more. 
Days  of  danger,  nights  of  waking. — Scott. 

2.  Strange,  was  it  not?    Far  from  its  native  deep, 

One  song  it  sang  — 
Sang  of  the  awful  mysteries  of  the  tide. 
Sang  of  the  misty  sea,  profound  and  wide. — Eugene  Field. 

3.  And  the  milk  -  maid  sin geth  blithe. 
And  the  mower  whets  his  scythe. 
And  every  shepherd  tells  his  tale 
Under  the  hawthorn  in  the  dale. — Milton. 

Write  sentences  containing  the  following  words  used  as  transitive 
verbs  : 

capture  observe  expect  forsake  design 

declare  deliver  conceal  guess  notice 

Write  sentences  containing  the  following  words  used  as  intransi- 
tive verbs  : 

promenade         persevere  converses  endeavor  meditate 

reclines  arises  blossom  gaze  crouch 

Write  sentences  containing  each  of  the  following  words  used  both 
as  a  transitive  and  as  an  intransitive  verb : 

called  tolls  stand  wish  understood 

grows  died  sing  mourned  compose 


LESSON  193. 
Inflection, 
person  and  number. 
1st  per.     I  see  before  me  the  gladiator  lie. 
2d  per.     Thou  seest  I  am  pacified. 
3d  per.     He  sees  the  blessings  of  domestic  peace. 


198  CALIFORNIA   SERIES. 

1st  per.     For  now  we  see  through  a  glass  darkly. 

2d  per.     You  see  this  chase  is  hotly  followed,  friends. 

3d  per.     They  see  the  work  of  their  own  hearts. 

In  the  first  group  of  sentences,  what  three  pronouns  are  used  as  subjects  ? 
Are  they  in  the  singular  or  the  plural  number  ? 

In  the  second  group,  what  three  pronouns  are  used  as  subjects  ?  Are  they 
singular  or  plural  ? 

What  three  forms  of  the  verb  see  are  used  with  the  singular  subjects? 
What  one  form  of  the  verb  is  used  with  the  plural  subjects? 

What  form  has  the  verb  when  the  subject  is  in  the  second  person  sin- 
gular; in  the  third  person  singular? 

What  is  meant  by  the  inflection  of  a  word  f    (See  Lesson  105.) 

There  are  certain  inflections  of  the  verb  which  depend  upon  the 
person  and  number  of  the  subject.  These  inflectional  forms  of 
the  verb  are  called  Person  and  Number. 

A  verb  is  said  to  be  in  the  first,  second,  or  third  person,  accord- 
ing as  its  subject  is  in  the  first,  second,  or  third  person. 

A  verb  is  also  said  to  be  in  the  singular  number  when  its  subject 
is  singular,  and  in  the  plural  number  when  its  subject  is  plural. 

The  second  person  singular  of  the  verb  generally  has  the  ending 
est  or  St.  The  third  person  singular,  in  present  time,  generally 
has  the  ending  s  or  es.* 

Verbs  have  the  forms  of  the  first  and  second  persons  only  when  the  subjects 
are  pronouns  of  the  first  or  second  person  singular. 

The  irregular  verb  be  has  special  person  and  number  forms;  as, 


'are 


The  verb  have  has  the  special  form  has  for  the  third  person  singular,  and 
hast  for  the  second  person  singular.  For  other  irregular  person  and  number 
forms,  see  Lesson  206. 

Turn  to  the  selections  in  Lesson  191,  and  give  the  person  and 
number  of  each  verb. 

*  There  is  also  an  old  form  of  the  third  person  singular  ending  in  th  or  eth; 
as,  Whom  the  Lord  loveth  he  chasteneth. 


Sing. 

Plu. 

1. 

I  am 

1. 

we 

2. 

thou  art 

2. 

you 

3. 

he  is 

3. 

they 

BE  VISED  ENGLISH  GRAMMAR.  199 

Write  the  forms  of  the  following  verbs  required  to  go  with  the 
subjects  I,  thou,  he,  and  we,  in  asserting  an  action  in  present  time: 

Model:  1.  I  draw         2.  thou  drawest         3.  he  draws        4.  we  draw 


know 

see 

find 

hear 

stand 

forget 

move                 speak 
choose               hft 
know                 take 

sing 

come 

stand 

am 

have 

go 

LESSON  194. 
MODE. 

1.  He  speaks  the  common  tongue. 

2.  Speak,  citizens,  tox  England. 

8.  If  he  speak  of  Buckingham,  pray  tell  him  you  met  him. 

In  which  of  the  above  sentences  does  the  verb  speak  make  a  direct  asser- 
tion; in  wliich  a  conditional  assertion;  in  which  does  it  express  a  com- 
mand? 

Mode  is  the  form  of  the  verb  which  shows  the  manner  of  the 
assertion. 

The  form  of  the  verb  which  is  used  to  state  a  fact  or  ask  a  ques- 
tion is  called  the  Indicative  Mode ;  as, 

Brutus  is  an  honorable  man. Is  Cassius  near? Ophelia,  walk  you 

here  ? 

The  form  if  the  verb  which  is  used  to  express  a  command  or  an 
entreaty  is  called  the  Imperative  Mode ;  as, 

1.  Friends,  Romans,  countrymen,  lend  me  your  ears. 

2.  Romans,  countrymen,  lovers,  hear  me  for  my  cause. 

The  imperative  has  only  one  form,  which  is  used  for  both  the  singular  and 
the  plural.  The  subject  thou,  ye,  or  you,  if  expressed,  comes  after  the  verb, 
but  is  usually  omitted. 

The  form  of  the  verb  which  is  used  to  express  something  doubtful 
or  depending  on  a  condition  is  called  the  Subjunctive  Mode ;  as, 

1.  If  there  be  any  friend  of  Csesar's  here,  to  him  I  say  that  Brutus's  love  to 
Caesar  is  no  less  than  his. 

2.  Ye  shall  not  eat  of  it,  neither  shall  ye  touch  it,  lest  ye  die. 


200  CALIFORNIA   SERIES. 

The  subjunctive  is  nearly  always  found  in  a  dependent  (sub- 
joined) clause,  which  is  generally  introduced  by  if,  that,  though, 
lest,  unless,  except.  It  must  be  noted,  however,  that  these  con- 
junctions are  not  signs  of  the  subjunctive  mode,  except  when 
introducing  clauses  that  indicate  something  doubtful  or  depend- 
ing on  a  condition. 

The  subjunctive  is  occasionally  used  in  certain  independent  antiquated 
and  poetic  expressions  indicating  wish  or  desire  less  forcibly  asserted  than 
in  the  imperative ;  as,  Heavenly  powers  guide  us ;  God  bhss  us  all ;  Part  we 
in  friendship  from  your  land. 

Dependent  clauses  are  sometimes  used  in  this  way,  also,  the  main  clause 
being  replaced  by  an  interjection ;  as,  O  that  we  two  were  Maying ! 

The  subjunctive  as  a  mode  is  rapidly  dying  out  of  modern  English.  In 
its  place  we  use  the  indicative  or  some  of  the  compound  forms  made  with 
auxiliaries. 

Except  in  the  verb  be,  the  subjunctive  mode  differs  from  the 
indicative  only  in  the  second  and  third  person  singular  (present 
time),  and  the  second  person  singular  (past  time);  as, 


Present. 

Past. 

Ind.—  I  come                Thou  comest             He  comes 

Thou  comest 

Sutoj. —  (If)  I  come          (If)  thou  come           (If)  he  come 

(If)  thou  came 

Further  distinctions  of  the  verb  be  are  made  as 

follows : 

Ind.  Pres.                  Subj.  Pres.                                      Ind.  Past. 

Subj.  Past. 

I  am                     (If )  I  be                                I  was 

(If)  I  were 

Thou  art               (If)  thou  be                           Thou  wast 

(If)  thou  wert 

He  is                    (If)  he  be                              He  was 

(If)  he  were 

LESSON   195. 

Give  the  mode  of  each  verb  in  the  following  sentences : 

1.  Success  is  counted  sweetest  by  those  who  ne'er  succeed. 

— Emily  Dickinson. 

2.  Write  it  on  your  heart  that  each  day  is  the  best  day  of  the  year. 

—  Emerson. 

3.  Look  not  mournfully  into  the  past.    It  comes  not  back.    Wisely  im- 
prove the  present.     It  is  thine. — Longfelloio. 


REVISED  ENGLISH  GRAMMAR.  201 

4.  If  one  straight  line  meet  another  straight  line,  the  sum  of  the  adjacent 
angles  is  equal  to  two  right  angles. — Geometry. 

5.  If  thy  right  eye  offend  thee,  pluck  it  out,  and  cast  it  from  thee.    And  if 
thy  right  hand  offend  thee,  cut  it  off,  and  cast  it  from  thee. — Bible. 

6.  Consider  the  lilies  of  the  field  how  they  grow;  they  toil  not,  neither 
do  they  spin. — Bible. 

7.  If  money  go  before,  all  ways  do  lie  open. — Shakespeare. 

8.  Find  time  still  to  be  learning  something  good. — Marcus  Aurelius. 

9.  The  ornaments  of  a  house  are  the  friends  who  frequent  it. — Emerson. 

10.  I  find  the  great  thing  in  this  world  is  not  so  much  where  we  stand  as 
in  what  direction  we  are  moving. — Holmes. 

11.  These  are  the  times  that  try  men's  souls. — Paine. 

12.  If  it  were  so,  it  was  a  grievous  fault. — Shakespeare. 

13.  Therefore,  if  thine  enemy  hunger,  feed  him ;  if  he  thirst,  give  him 
drink. — Bible. 

14.  O  that  I  were  a  little  child ! — German  Hymn. 

15.  Thy  will  be  Aone.— Bible. 

16.  Hold  the  fleet  angel  fast  until  he  bless  thee. — Longfellow. 


LESSON  196. 
TENSE. 

1.  I  remember  you,  sir,  by  the  sound  of  your  voice. 

2.  What  I  saw,  to  my  good  use  I  remembered. 

3.  I  shall  remember  this  bold  language. 

In  which  of  the  above  sentences  does  the  verb  remember  assert  an  action 
in  present  time  ?  In  which  does  it  assert  an  action  in  past  time  V  What 
change  is  made  in  the  form  of  the  verb  to  indicate  past  time  ?  What  verb- 
phrase  asserts  an  action  in  future  time  ? 

Tense  is  the  form  of  the  verb  which  indicates  the  time  of  the  action 
or  condition. 

Observe  that  present  and  past  time  are  indicated  by  inflections  of  the  verb, 
while  future  time  is  indicated  by  a  verb -phrase  taking  the  place  of  an 
inflection. 

There  are  three  divisions  of  time :  the  present,  the  past,  and 
the  future. 

The  Present  Tense  is  the  form  of  the  verb  which  asserts  action 
or  condition  in  the  present  time;  as,  I  come  to  bury  Caesar. 

14-Q 


202  CALIFORNIA   SERIES. 

The  speaker  may  assume  any  period  as  the  present  time,  provided  it 
includes  the  real  present. 

The  present  tense  is  also  used  to  assert  what  is  habitually  or  universally 
true;  as,  The  earth  revolves;  Economy  is  wealth;  Truth  survives. 

The  Past  Tense  is  the  form  of  the  verb  which  asserts  action  or 
condition  in  past  time;  as,  Great  Csesar  fell. 

The  Future  Tense  is  the  form  of  the  verb  -  phrase  which  asserts 
the  action  or  condition  in  future  time;  as,  I  shall  find  time, 
Cassius. 

Write  the  forms  of  the  following  verbs  to  be  used  with  the  subjects 
1  and  he  in  the  present  and  past  tenses  of  the  indicative : 

find  break  come  drive  forget 

give  know  see  draw  sell 

Write  the  verb -phrases  which  express  the  future  tense  of  the  verbs 
given  above. 


LESSON  197. 

Give  the  tense  of  the  italicized  verbs : 

1.  "  RhcECUS,  I  am  the  dryad  of  this  tree," 

Thus  she  began.,  dropping  her  low -toned  words, 
Serene,  and  full,  and  clear,  as  drops  of  dew, 
"  And  with  it  I  am  doomed  to  live  and  die ; 
Now  ask  me  what  thou  wilt,  that  I  can  give. 
And  with  a  thankful  joy  it  shall  be  thine." — Lowell. 

2.  Not  many  generations  ago,  where  you  now  sit,  encircled  with  all  that 
exalts  and  embellishes  civilized  life,  the  rank  thistle  nodded  in  the  wind,  and 
the  wild  fox  dug  his  hole  unscared.  Here  lived  and  loved  another  race  of 
beings.  Beneath  the  same  sun  that  rolls  over  your  heads,  the  Indian  hunter 
pursued  the  panting  deer ;  gazing  on  the  same  moon  that  smiles  for  you,  the 
Indian  lover  wooed  his  dusky  mate. 

3.  Here  the  wigwam  blaze  beamed  on  th'e  tender  and  helpless,  and  the 
council  fire  glared  on  the  wise  and  daring.  Now  they  dipped  their  noble 
limbs  in  your  sedgy  lakes,  and  now  they  paddled  the  light  canoe  along  your 
rocky  shores.  Here  they  warred ;  the  echoing  whoop,  the  bloody  grapple, 
the  defying  death  -  song,  all  were  here ;  and  when  the  tiger  strife  was  over, 
here  curled  the  smoke  of  peace. — Sprague. 


REVISED  ENGLISH  GRAMMAR.  203 

4.  I  go  into  my  library,  and  all  history  unrolls  before  me.  I  breathe  the 
morning  air  of  the  world,  I  see  the  building  of  the  pyramids,  I  hear  the 
shouting  of  the  armies  of  Alexander,  I  feel  the  ground  shake  beneath  the 
march  of  Cambyses.  I  sit  as  in  a  theater — the  stage  is  time,  the  play  is 
the  play  of  the  world.  What  a  spectacle  it  is !  What  kingly  pomp,  what 
processions  file  past,  what  cities  burn  to  heaven,  what  crowds  of  captives 
are  dragged  by  the  chariot  wheels  of  conquerors.  I  hear  or  cry,  "Bravo," 
when  the  great  actors  come  on,  shaking  the  stage.  I  am  a  Roman  emperor 
when  I  look  at  a  Roman  coin.  I  lift  Homer,  and  I  shout  with  Achilles  in 
the  trenches.  Across  brawling  centuries  I  hear  the  bleating  of  Abraham's 
flocks,  the  tinkling  of  the  bells  of  Rebekah's  camels. — Alexander  Smith. 

5.  Nothing  is  too  late 

Till  the  tired  heart  shall  cease  to  palpitate. 

Cato  learned  Greek  at  eighty ; 

Chaucer,  at  Woodstock  with  the  nightingales, 

At  sixty  wrote  the  Canterbury  Tales ; 

Goethe  at  Weimar,  toiling  to  the  last, 

Completed  Faust  when  eighty  years  were  past. — Longfellow. 


LESSON   198. 
Principal  Parts  of  the  Verb. 

1.  I  love  the  name  of  honor  more  than  I  fear  death. 

2.  Not  that  I  loved  Caesar  less,  but  that  I  loved  Rome  more. 

3.  The  king,  loving  us,  will  protect  us. 

4.  The  king,  loved  by  all,  led  the  army. 

What  time  is  indicated  by  the  verb  love  in  the  first  sentence  ? 

In  the  second  sentence,  what  time  does  the  verb  loved  indicate?  How  is 
the  verb  love  inflected  to  show  past  time  ? 

In  the  third  sentence,  what  participle  derived  from  the  verb  love  assumes* 
an  action  as  going  on  at  the  present  time  ?  How  is  the  verb  love  inflected  to 
form  this  participle? 

In  the  fourth  sentence,  what  participle  derived  from  the  verb  love  assumes 
the  action  as  completed?  How  is  the  verb  love  inflected  to  form  this  parti- 
ciple ? 


*  A  participle  assumes,  that  is,  takes  for  granted  ;   the  verb  asserts.    Grass 
grows  (action  asserted).    Grass  growing  (action  assumed). 


204  CALIFORNIA   SERIES. 

The  four  forms  of  the  verb  in  the  foregoing  sentences  —  love, 
loved,  loving,  loved — are  called  the  Principal  Parts  of  the  verb. 

The  principal  parts  of  a  verb  are  named: 

1.  Present  (or  root  form)       love  3.  Present  participle         loving 

2.  Past  loved  4.  Past  participle  loved 

The  present  and  past  participles,  though  not  used  to  assert,  are  commonly 
given  with  the  other  inflectional  forms  of  the  verb,  because  they  are  used  in 
making  verb -phrases. 

Write  the  principal  parts  of  the  following  verbs : 

avoid  change  dare  doubt  drop 

guide  invite  purr  shelter  travel 


LESSON  199. 
Regular  and  Irregular  Verbs.* 

1.  I  remember,  I  remember 

The  fir-trees  dark  and  high.— Hood. 

2.  When  He  was  risen  they  remembered.— Bible. 

3.  Sorrows  remembered  sweeten  present  joys.— Pollock. 

How  many  forms  of  the  verb  remember  in  these  sentences?  Name  the 
root  form  or  present  tense.  What  is  added  to  the  present  tense  of  the  verb 
remember  to  make  the  past  tense  ?  What  is  added  to  the  present  tense  to 
make  the  past  participle? 

*  The  Old  English  verb  comprised  two  principal  groups,  the  strong  and  the 
weak,  or,  as  we  call  their  descendants  respectively,  the  irregular  and  the  regular. 
The  first,  or  strong  verb  (except  in  a  few  cases),  distinguished  its  preterit  [past] 
tense  and  usually  its  perfect  [past]  participle  by  different  vowels,  from  the 
present.  The  second,  or  weak  verb,  distinguished  the  same  forms  by  a  verbal 
suffix,  the  antecedent  of  the  present  -ed,  -d{t),  in  regular  verbs.  *  *  * 
Although  these  strong  verbs  are  few  in  number,  only  about  one  hundred  or 
one  -  third  of  the  original  number  being  preserved,  they  are  in  many  respects  the 
most  characteristic  verbs  of  the  language,  and  merit  special  attention.  *  *  * 
But  from  the  standpoint  of  the  present  speech  the  weak,  or  regular,  verb  is  far 
more  important.  This  alone  is  the  living  and  growing  class  to  -  day.  The  strong 
verb,  in  spite  of  a  few  accessions,  has  been  the  losing  class  in  the  whole  history  of 
English.  The  weak  verb  alone  has  been  gaining  ground  from  the  earliest  times 
by  additions  both  from  within  the  language  and  from  without.— 0.  F.  Emerson, 
in  his  "  The  History  of  the  English  LanguageJ^ 


REVISED  ENGLISH  GRAMMAR.  205 

Verbs  whose  past  tense  and  past  participle  are  formed  by  adding 
ed  or  d  to  the  present  tense  without  change  in  the  vowel  of  that 
tense,  are  called  Regular  Verbs. 

The  following  are  examples  of  regular  verbs:* 

Pres delight  remember  love  look 

Past    ....     delighted  remembered  loved  looked 

Past  Part.     .     .    delighted  remembered  loved  looked 

Verbs  whose  past  tense  and  past  participle  are  formed  in  ways 
different  from  those  in  which  the  past  tense  and  past  participle  of 
the  regular  verbs  are  formed,  are  called  Irregular  Verbs. 

The  following  are  examples  of  irregular  verbs: 

Pres drive  spring 

Past ,.     .     .     .     drove  sprang 

Past  Part.    .     .     driven  sprung 

Observe  that  in  adding  ed  to  the  regular  verb  delight,  and  d  to  the  regular 
verb  love,  the  vowel  sound  remains  unchanged;  while  in  adding  d  to  the 
irregular  verb  hear  the  vowel  sound  of  the  present  tense  is  changed. 

In  a  few  verbs  such  as  dwell,  rend,  send,  lend,  the  only  irregularity  con- 
sists in  forming  the  past  tense  and  past  participle  with  t  instead  of  d.  Some 
verbs  also  have  either  the  regular  or  irregular  form  for  the  past  tense  or  past 
participle,  or  both ;  as, 

hew  hewed  hewed,  hewn 

build  built,  huilded  built 

blend  blended,  blent  blended,  blent 


mean 

hear 

m^ant 

.   heard 

mgant 

heard 

*  When  ed  (or  d  after  silent  e)  is  added  to  regular  verbs  that  end  with  a  vowel 
sound,  or  with  any  consonant  sound  except  the  breath  sounds  {p,f,  th  [in  thin], 
k,  s,  t,  sh,  ch)  and  d,  the  e  is  silent ;  as,  pay,  free,  sigh,  flow,  view;  roh,  drag,  rage, 
fell,  dream,  lean,  roar,  move,  glaze.  But  when  ed  (or  d)  is  added  to  verbs  ending 
with  the  sound  of  d  or  t,  the  e  is  sounded  ;  as,  nod,  pat,  wade,  create. 

In  verbs  of  the  foregoing  groups  it  will  be  noticed  that  the  terminal  sound  of 
the  past  tense  and  past  participle  is  the  sound  of  d. 

When,  however,  ed  is  added  to  verbs  ending  with  a  breath  sound  ( p,  f,  th  [in 
thin],  k,  s,  sh,  ch),  except  the  sound  of  t,  the  e  is  silent,  and  the  past  tense  and  past 
participle  end  with  the  sound  of  t;  as,  pop,  sttiff,  betroth,  look,  hiss,  rush,  clinch. 
In  solemn  style,  after  all  roots,  the  ed  is  sometimes  sounded. 


206  CALIFORNIA   SERIES. 

Divisions  of  Irregular  Verbs. 

The  irregular  verbs  fall  into  a  number  of  divisions  according 
to  the  mode  of  forming  their  past  tense  and  past  participle.  Of 
these  the  following  are  the  principal : 

1.  Verbs  that  add  d  or  t  to  the  present  tense  accompanied  by  a 
change  of  the  vowel ;  as, 

hear,    heard,    heard;     teach,     taught,    taught;    mean,     meant,    meant. 

2.  Verbs  that  undergo  merely  a  change  of  the  vowel  of  the 
present  tense,  some  of  which,  however,  add  en  to  form  the  past 
participle;  as, 

give,      gave,       given;        wring,      wrung,      wrung;  sit,      sat,      sat. 

Nearly  all  the  verbs  of  this  division  of  the  irregular  verbs  belong  to  the 
class  of  strong  verbs  in  the  Old  English  described  on  page  204  in  the  extract 
from  Emerson's  ''The  History  of  the  English  Language,"  while  most  of  the 
remaining  verbs,  both  regular  and  irregular,  belong  to  the  weak  verbs  of  the 
Old  English.  The  present  distinction  between  regular  and  irregular  verbs  is 
one  made  upon  a  descriptive  and  not  an  historical  basis ;  that  is,  upon  the 
basis  of  the  forms  in  modern  use. 

Besides  the  verbs  of  these  two  principal  divisions,  there  are  some  verbs 
whose  past  tense  and  past  participle  are  still  more  irregularly  formed ;  as,  go, 

ivent,  gone;  can,  could, ;  and  still  others  that  are  alike  in  all  parts ;  as, 

let,  let,  let;  cast,  cast,  cast. 

From  the  list  of  irregular  verbs  in  the  Appendix,  select  and 
give  the  present  and  past  tenses  and  the  past  participle  of  five  verbs 
that  form  their  past  tense  and  past  participle  by  the  addition  of  d  or 
t  to  the  present,  and  tell  what  change  takes  place  in  the  vowel  of  the 
present  tense. 

Select  and  give  the  present  and  past  tenses  and  the  past  participle 
of  five  verbs  that  form  their  past  tense  and  past  participle  by  a 
change  of  the  vowel  of  the  present  tense,  and  tell  what  change  takes 
place  in  the  vowel. 

Select  five  verbs  that  undergo  no  change  in  forming  the  past  tense 
and  past  participle. 

Select  and  give  the  present  and  past  tenses  and  the  past  participle 
of  five  verbs  either  regular  or  irregular  in  form. 


REVISED  ENGLISH  GRAMMAR.  207 

LESSON  200. 

CONJUGATION  *    OF    A    REGULAR   VERB. 

Below  are  given,  as  a  model,  all  the  inflections  of  the  regular 
verb  love  for  mode,  tense,  person,  and  number;  and  also  the  verb- 
phrases  that  form  the  future  tense: 

Principal  Parts:    love  loved  loving  loved 

Indicative  Mode. 
Present  Tense.  Past  Tense. 

Sing.  Plu.  Sing.  Plu. 

1.  I  love  We  love  1.  I  loved  We  loved 

2.  Thou  lovest  You  (ye)  love  2.  Thou  lovedst        You  loved 

3.  He  loves  They  love  3.  He  loved  They  loved 

Future  Tense.  ( Verb  -  phrases.) 
Sing.  Plu. 

1.  I  shall  love  1.  We  shall  love 

2.  Thou  wilt  love  2.  You  (ye)  will  love 

3.  He  will  love  3.  They  will  love 

Subjunctive  Mode. 
Present  Tense.  Past  Tense. 

Sing.  Plu.  Sing.  Plu. 

1.  (If)  I  love  (If)  we  love  1.  (If)  I  loved  (If)  we  loved 

2.  (If)  thou  love        (If)  you  love  2.  (If)  thou  loved     (If)  you  loved 

3.  (If)  he  love  (If)  they  love  3.  (If)  he  loved         (If)  they  loved 

Imperative  Mode. 

Present  Tense. 
Sing.  Plu. 

2.  Love  thou  2.  Love  (ye)  you 


Infinitives. 


Verbals. 

Root -infinitive:  (to)  love. 
Infinitive  in  ing:  loving. 

T»    . .  .   1        (  Present  participle :  loving. 
Participles.  ]  ^    .        ; •  •  i      i       a 
{  Past  participle :  loved. 


*  The  infiection  of  a  verb  to  show  difference  of  person,  of  number,  of  tense, 
and  of  mode,  is  called  its  conjugation.  But,  as  in  English,  verb -phrases  often 
take  the  place  of  inflectional  forms,  these  compounds  are,  for  convenience, 
included  in  the  general  scheme  of  conjugation.  For  the  various  meanings  of 
conjugation,  see  some  complete  dictionary. 


208  CALIFORNIA   SERIES, 

CONJUGATION  OF  AN  IRREGULAR  VERB. 

Below  are  given,  as  a  model,  all  the  inflections  of  the  irregular 
verb  drive,  and  also  the  verb -phrases  that  form  the  future  tense: 

Principal  Parts  :    drive  drove  driving  driven 

Indicative  Mode. 
Present  Tense.  Past  Tense. 

Sing.  Plu.  Sing.  Plu. 

1.  I  drive  We  drive  1.  I  drove  We  drove 

2.  Thou  drivest  You  Cye)  drive        2.  Thou  drovest         You  (ye)  drove 

3.  He  drives  They  drive  3.  He  drove  They  drove 

Future  Tense.    ( Verb  -  phrases.) 

Sing.  Plu. 

1.  I  shall  drive  1.  We  shall  drive 

2.  Thou  wilt  drive  2.  You  (ye)  will  drive 

3.  He  will  drive  3.  They  will  drive 

Subjunctive  Mode. 
Present  Tense.  Past  Tense. 

Sing.  Plu.  Sing.  Plu. 

1.  (If)  I  drive        (If)  we  drive  1.  (If)  I  drove        (If)  we  drove 

2.  (If)  thou  drive  (If)  you  (ye)  drive       2.  (If)  thou  drove  (If)  you  (ye)  drove 

3.  (If)  he  drive      (If)  they  drive  3.  (If)  he  drove      (If)  they  drove 

Imperative  Mode. 

Present  Tense. 
Sing.  Plu. 

2.  Drive  thou  2.  Drive  (ye)  you 

Verbals. 

Root -infinitive:  (to)  drive. 
Infinitive  in  ing:  driving. 

p      .  .  ,        (  Present  participle :  driving. 
*  1  Past  participle :  driven. 

How  many  tenses  has  the  indicative  mode?  Which  of  these  tenses  are 
shown  by  inflection?    Which  is  shown  by  verb  -  phrases  ? 

How  many  tenses  has  the  subjunctive  mode  ?    How  are  these  shown  ? 

How  many  tenses  has  the  imperative  mode?  What  person  and  numbers 
has  it? 

Write,  according  to  the  above  models,  the  conjugation  of  the  regular  verb 
study  and  of  the  irregular  verb  see. 


Infinitives. 


HE  VISED  ENGLISH  GRAMMAR.  209 

LESSON  201. 

Write  the  principal  parts  of  the  following  verbs.     Then  indicate 
which  verbs  are  regular  and  which  are  irregular : 


get 

lie 

drive 

engage 

break 

ride 

learn 

wash 

repose 

prav 

sing 

freeze 

incline 

tear 

fly 

grow 

sink 

borrow 

destroy 

ring 

Use  in  sentences  the  past  tense  and  past  participle  of  the  fol- 
lowing : 

I.     Two  Irregular  Verbs  *  — 

(a)  Whose  past  tense  and  past  participle  are  different  in  form. 
{h)  Whose  past  tense  and  past  participle  are  alike  in  form. 
II.     Two  Kegular  Verbs  — 

(a)  Whose  past  tense  and  past  participle  end  in  d  or  ed. 

(b)  Whose  past  tense  and  past  participle  end  in  t. 

III.    Two  verbs  which  have  more  than  one  form  of  the  past  tense  or  past 
participle,  or  of  both. 


LESSON  202. 

yesterday  recently  formerly 

Use  in  a  sentence  some  form  of  the  following  verbs  with  some  one 
of  the  three  adverbs  above  : 

hang  give  sing  do  break 

wear  choose  draw  blow  eat 

steal  grow  know  hear  go 

walk  freeze  ring  have  play 

Write  the  past  tense  of  the  verbs  below.     Indicate  whether  the 
verb  is  irregular  or  regular : 

lose  derive  break  surround  sever 

protect  surge  arouse  domineer  lie 

shelter  bear  dwindle  sink  swing 

*For  lists  of  irregular  verbs  and  verbs  having  more  than  one  form  of  the 
past  tense  or  past  participle,  or  of  both,  see  Appendix. 


210 

spin 
throw 
sit 
fly 


CALIFORNIA 

SERIES. 

denote 

emerge 

flee 

embelUsh 

complete 

burst 

contrast 

subdue 

fling 

sleep 

think 

acquaint 

express 

seek 

descend 

anticipate 

LESSON 

203. 

The 

Verb 

^'LlE.'^ 

1.  Hush,  my  dear,  lie  still  and  slumber.— Fa«s. 

2.  He  lay  like  a  warrior  taking  his  rest.— }Volfe. 

3.  The  gentle  race  of  flowers  are  lying  in  their  lowly  beds. 

—  Bryant. 

4.  This  skull  has  lain  in  the  earth  three  and  twenty  years. 

—  Shakespeare. 

What  forms  of  the  verb  lie,  meaning  to  recline,  are  found  in  the  above 
sentences?  What  is  the  past  tense  of  this  verb?  What  is  the  present 
participle?    What  form  is  used  with  the  auxiliary  has  f 

Use  the  correct  forms  of  the  verb  lie  in  the  following  sentences: 

1.  Mother  has down  to  rest. 

2.  Lord  Nelson's  body in  state. 

3.  The  Romans  used  to down  to  eat. 

4.  Robert  Bruce in  the  peasant's  hut. 

5.  Rip  Van  Winkle  had asleep  for  twenty  years. 

6.  Jacob down  with  a  stone  for  a  pillow. 

7.  The  baths  of  the  Roman  emperors  have in  ruins  for  centuries. 

8.  The  Sleeping  Beauty  was in  the  castle  behind  the  hedge. 

9.  The  ruins  of  Pompeii  had concealed  by  the  ashes  of  Vesuvius. 

10.  In  England  vast  fields  of  coal under  the  surface. 

1 1.  down  to  rest. 

12.  Do  not on  the  wet  grass. 

13.  down  to  sleep,  Jacob  beheld  a  vision. 

14.  Half  the  Mayflower's  passengers dead  before  the  springtime. 

[Many  errors  of  speech  arise  from  confusing  the  verb  lie,  to  recline,  with 
lay,  to  put  in  place.  As  nearly  all  these  mistakes  are  made  when  some  form 
of  the  verb  lie  is  required,  it  has  been  found  more  effective  to  confine  exer- 
cises to  this  verb  rather  than  to  complicate  the  subject  by  exercises  upon 
both  verbs.] 


REVISED  ENGLISH  GRAMMAR.  211 

LESSON  204. 
The  Verb  ''Sit." 

1.  Sit  thou  at  my  right  hand.— Bible. 

2.  Lo!  he  sat  on  horseback  at  the  door.— Tennyson. 

3.  I  am  sitting  on  the  stile,  Mary.— Lady  DuffeHn. 

4.  They  have  sat  the  livelong  day  with  patient  expectation. 

—  Shakespeare. 

What  forms  of  the  verb  sit  are  used  in  the  above  sentences?  What  is  the 
past  tense  of  this  verb?  What  is  the  present  participle?  What  form  is  used 
with  the  auxiliary  have  f 

Use  the  correct  forms  of  the  verb  sit  in  the  following  sentences: 

1.  Napoleon  aspired  to upon  the  throne  of  France. 

2.  The  Israelites by  the  rivers  of  Babylon. 

3.  Lincoln  was in  his  box  at  Ford's  Theater  when  assassinated  by 

Booth. 

4.  Since  the  time  of  Edward  I. ,  all  the  sovereigns  of  England  have 

in  the  great  coronation  chair  in  Westminster  Abbey  to  be  crowned. 

5.  Queen  Victoria  has upon  the  throne  since  1837. 

6.  In  representations  of  Odin,  a  raven upon  each  shoulder. 

7.  Come  in,  and down. 

8.  Who  has  been in  my  chair? 

9.  Who in  this  seat  last  term? 


LESSON  206. 
Good  Usage  with  ''Lie"  and  ''Sit." 

[See  direction,  Lesson  22.] 

I  lie  on  the  grass.  I  have  lain  on  the  grass. 

I  lay  on  the  grass.  I  had  lain  on  the  grass. 

I  will  lie  on  the  grass.  I  will  have  lain  on  the  grass. 

I  sit  on  the  grass.  I  have  sat  on  the  grass. 

I  sat  on  the  grass,  I  had  sat  on  the  grass. 

I  will  sit  on  the  grass.  I  will  have  sat  on  the  grass. 

Be  careful  not  to  say,  I  laid  on  the  grass ;  I  will  lay  on  the  grass ;  I  set  on 
the  grass ;  I  will  set  on  the  grass,  etc. 


212 


CALIFORNIA   SERIES. 


LESSON  206. 
Auxiliary  Verbs. 

The  verbs  may,  can,  must,  shall,  will  are  chiefly  used  with  the 
infinitives  and  participles  of  other  verbs  to  form  verb  -  phrases, 
and  are  called  Auxiliary  Verbs.  They  lack  two  or  more  of  the 
principal  parts,  and  are  therefore  said  to  be  defective. 

The  verbs  do,  be,  and  have  are  also  used  as  auxiliaries,  although 
they  have  all  the  principal  parts,  and  may  be  used  as  independ- 
ent verbs. 

List  of  Auxiliary  Verbs. 

Present. 
can 
may 
shall 
will 
must 
ought 
be 
do 
have 

In  the  solemn  style  the  second  person  singular  of  these  verbs 
has  also  the  following  forms: 

Present:  canst,  mayest  (mayst),  shalt,  wilt,  oughtst,  art,  dost  (doest),  hast. 
Fast:  couldst,  mightst,  shouldst,  wouldst,  wast  (wert),  didst,  hadst. 


Past, 
could 
might 
should 

Present  Participle. 

Past  Participle. 

was 
did 
had 

being 
doing 
having 

been 
done 
had 

Verb -Phrases. 

Many  variations  in  time  and  manner  can  not  be  expressed  by 
the  simple  or  inflected  forms  of  the  verb.  To  express  these  varia- 
tions verb -phrases  are  formed  by  the  union  of  an  auxiliary  with 
either  an  infinitive  or  a  participle. 

Thus,  in  the  sentence.  Truth  will  prevail,  the  auxiliary  will  and 
the  infinitive  prevail  together  express  future  time. 

In  the  sentence.  Civilization  is  advancing,  the  auxiliary  is  and 
the  present  participle  advancing  together  express  the  idea  of  an 
action  continuing  in  present  time. 


REVISED  ENGLISH  GRAMMAR     .  213 

In  the  sentences,  I  ought  to  study,  I  expected  him  to  come,  I  invited  him 
to  speak,  the  to  of  the  infinitive  is  expressed.  '  In  the  sentences,  I  saw  him 
come,  I  heard  him  speak,  the  to  does  not  appear.  Just  so  we  may  under- 
stand that  in  such  verb -phrases  as  I  do  try  (I  perform  an  act  of  trying),  I 
will  try  (I  intend  to  try),  try  is  not  the  bare  root  of  the  verb,  but,  as  the 
older  English  shows,  the  infinitive  without  to,  used  as  the  object  of  the  real 
verbs  do  and  will. 

We  might  properly  analyze  and  parse  the  above,  and  all  other  verb- 
phrases,  as  auxiliary  verbs  combined  with  infinitives  or  participles,  Vmt  we 
generally  find  it  convenient  not  to  analyze  them,  but  to  treat  them  as  simple 
verb -forms. 

Write  the  principal  parts  of  the  defective  auxiliary  verbs.  Write 
the  auxiliaries  having  all  the  principal  parts.  Use  the  present  and 
past  tenses  of  all  the  auxiliaries  in  verb -phrases. 


LESSON  207. 
Perfect  Verb  -  Phrases. 


We  have  learned  that  the  present  and  past  tenses  are  indicated 
by  inflections,  while  the  future  tense  is  indicated  by  a  verb- 
phrase  composed  of  the  auxiliary  shall  or  willj  and  the  infinitive 
of  the  verb  expressing  the  action. 

Besides  these  tenses  expressing  the  time  of  the  action,  there  are 
three  verb -phrases  (sometimes  called  tenses)  which  show  not 
only  the  time  of  the  action,  but  also  that  the  action  is  completed 
or  perfected. 

1.  I  bring  thee  tidings  of  the  prince's  doom..— Shakespeare. 

2.  I  have  brought  my  lord,  the  Archbishop,  as  you  commanded 
me. — Shakespeare. 

What  verb  in  the  above  sentences  denotes  an  action  going  on  at  the  present 
time  ?  What  verb  -  phrase  denotes  an  action  completed  at  the  present  time  ? 
What  auxiliary  is  used  with  the  past  participle  to  denote  that  the  action  is 
completed,  or  perfected,  at  the  present  time? 

A  verb  -phrase  that  denotes  an  action  completed,  or  perfected,  at 
the  present  time,  is  called  a  Present  Perfect  Verb -Phrase. 


214  CALIFORNIA   SERIES. 

The  auxiliary  of  the  present  perfect  verb -phrase  is  have,  with  its  inflected 
forms  has  {hath),  hast. 


1.  I  brought  my  master  news  of  Juliet's  desith..— Shakespeare. 

2.  She  had  brought  them  up  [before  the  messenger  came]  to  the 
roof  and  hid  them  with  the  stalks  of  ^slx.— Bible. 

What  verb  in  the  above  sentences  denotes  past  time  ?  What  verb -phrase 
denotes  that  an  action  was  completed  at  some  stated  time  in  the  past?  What 
was  that  stated  time  ? 

What  auxiliary  is  used  with  the  past  participle  to  den(3te  that  the  action 
was  completed,  or  perfected,  at  some  stated  or  understood  time  in  the  past? 

A  verb -phrase  that  denotes  an  action  completed,  or  perfected,  at 
some  stated  time  in  the  past,  is  called  a  Past  Perfect  Verb -Phrase. 

The  auxiliary  of  the  past  perfect  verb -phrase  is  had,  with  its  inflected 
form  hadst. 


1.  Advise  thyself  what  word  I  shall  bring  again  to  him  that  sent 
me.— Bible. 

2.  For  when  I  shall  have  brought  them  into  the  land,  then  will 
they  turn  unto  other  gods.— Bible. 

Which  of  the  verb -phrases  in  the  above  sentences  denotes  future  time? 
Which  denotes  an  action  completed  at  some  future  time  ?  What  auxiliary  is 
used  to  denote  future  time  ?  What  two  auxiliaries  are  used  with  the  past 
participle  to  denote  an  action  completed,  or  perfected,  at  some  future  time  ? 

A  verb -phrase  that  denotes  an  action  to  be  completed,  or  perfected, 
at  some  future  time,  is  called  a  Future  Perfect  Verb -Phrase. 

The  auxiliaries  of  the  future  perfect  verb-  phrase  are  shall  have,  shall  have, 
will  have,  wilt  have. 


The  perfect  verb  -  phrases  are  as  follows  : 

Present  Perfect. 
Singular.  Plural. 

1.  I  have  loved  1.  We  have  loved 

2.  Thou  hast  loved  2.  You  have  loved 

3.  He  has  loved  3.  They  have  loved 


REVISED  ENGLISH  GRAMMAR.  216 

Past  Perfect, 
Singular,  Plural, 

1,  I  had  loved  1.  We  had  loved 

'2.  Thou  hadst  loved  2.  You  had  loved 

3,  He  had  loved  .  3.  They  had  loved 

Future  Perfect. 

1.  I  shall  have  loved  .  1.  We  shall  have  loved 

2.  Thou  wilt  have  loved  2.  You  will  have  loved 

3.  He  will  have  loved  3.  They  will  have  loved 

Of  the  six  so-called  tenses  of  a  verb,  three  indicate  time  only;  as, 

Present,  I  come;  Past,  I  came;  Future,  I  shall  come. 

Three  indicate  (1)  time,  (2)  completed  or  perfected  action;  as, 

Present  perfect,  I  have  come;  Past  perfect,  I  had  come;  Future  perfect,  I 
shall  have  come. 

The  present  and  past  perfect  verb -phrases  are  composed  of  the  present 
and  past  tense  forms  of  the  verb  have,  combined  with  the  past  participle  of 
the  verb  expressing  the  action. 

The  future  perfect  verb -phrase,  in  addition  to  the  present  tense  form  of 
have,  takes  also  the  present  tense  forms  of  the  auxiliaries  shall  and  will, 
combined  with  the  past  participle  of  the  verb  expressing  the  action. 

Write  the  six  tenses  of  the  following  verbs  : 

choose  fly  drive  begin  authorize       ^ 


LESSON  208. 


From  the  following  sentences,  select  the  present  perfect ^  the  past 
perfect,  and  the  future  perfect  verb  -  phrases  : 

1,  Then  cometh  the  end  when  he  shall  have  delivered  up  the  kingdom  of 
God;  when  he  shall  have  put  down  all  rule  and  all  authority. — Bible. 

2.  I  have  fought  a  good  fight,  I  have  finished  my  course,  I  have  kept  the 
faith. — Bible. 

3,  His  imperial  fancy  has  laid  all  nature  under  tribute,  and  has  collected 
riches  from  every  scene  of  the  creation  and  every  walk  of  art. — Hall. 

4.  Myriads  of  daisies  have  shown  forth  in  flower 
Near  the  lark's  nest,  and  in  their  natural  hour 

Have  passed  away. — Wordsworth. 


216 


CALIFORNIA   SERIES. 


5.  Breathes  there  the  man  with  soul  so  dead, 
Who  never  to  himself  hath  said, 

This  is  my  own,  my  native  land ! 
Whose  heart  hath  ne'er  within  him  burned. 
As  home  his  footsteps  he  hath  turned 
From  wandering  on  a  foreign  strand  ? — Scott. 

6.  On  his  bold  visage  middle  age 
Had  slightly  pressed  its  signet  sage. 
Yet  had  not  quenched  the  open  truth 
And  fiery  vehemence  of  youth. — Scott. 

7.  Sweet  Auburn !  loveliest  village  of  the  plain, 

How  often  have  I  loitered  o'er  thy  green.— Goldsmith. 

8.  I  have  had  playmates,  I  have  had  companions. 

In  my  days  of  childhood,  in  my  joyful  school  days. 
All,  all  are  gone,  the  old  familiar  faces. — Lamb. 


LESSON   209. 


Good  Usage  in  Past  Tense  and  Past  Participle  op 
Certain  Verbs. 


I  saw  it. 
You  saw  it. 
He  saw  it. 

I  have  seen  it. 
You  have  seen  it. 
He  has  seen  it. 

I  knew  it. 
You  knew  it. 
He  knew  it. 

I  have  known  it. 
You  have  known  it. 
He  has  known  it. 


[See  direction,  Lesson  22.] 

I  did  it. 
You  did  it. 
He  did  it. 

I  have  done  it. 
You  have  done  it. 
He  has  done  it. 

1  took  it. 
You  took  it. 
He  took  it. 

I  have  taken  it. 
You  have  taken  it. 
He  has  taken  it. 


I  went  there. 
You  went  there. 
He  went  there. 

I  have  gone  there. 
You  have  gone  there. 
He  has  gone  there. 

I  broke  it. 
You  broke  it. 
He  broke  it. 

I  have  broken  it. 
You  have  broken  it. 
He  has  broken  it. 


Never  use  the  auxiliary  have,  had,  or  has  with  the  past  tense.  Say,  I  went, 
not  I  have  went;  1  saw,  not  I  have  saw. 

Never  use  the  past  participle  to  make  an  assertion  without  some  auxiliary 
of  be  or  have.     Say,  I  have  seen  it,  not  I  seen  it ;  I  have  done  it,  not  I  done  it. 


REVISED  ENGLISH  GRAMMAR.  217 

LESSON  210. 
''Shall"  and  "Will"  in  Future  Tense  Verb -Phrases. 

1.  I  shall  lie  alone,  mother,  within  the  moldering  grave. 

2.  I  have  been  wild  and  wayward,  but  you  will  forgive  me  now. 

3.  She  will  he  a  better  child  to  you  than  ever  I  have  been.    . 

—  Tennyson. 

1.  Hear  me,  for  I  will  speaJc. 

2.  If  I  do  live  I  will  be  good  to  thee. 

3.  You  shall  not  stir  out  of  your  house  to-day. 

4.  Here  's  Decius  Brutus,  he  shall  tell  them  so— Shakespeare. 

Notice  that  while  the  italicized  verb -phrases  in  the  first  group  of  sentences 
simply  indicate  future  time,  those  in  the  second  group  indicate  also  determi- 
nation or  promise  on  the  part  of  the  speaker. 

To  show  simply  future  time,  as  in  the  first  group  of  sentences,  wliat  aux- 
iliary is  used  with  the  first  person  ?  What  one  with  the  second  and  third 
persons  ? 

To  show  determination  Or  promise,  as  in  the  second  group  of  sentences, 
with  which  person  is  will  used?    With  which  two  persons  is  shall  used? 

•  To  denote  simply  future  time,  it  is  customary  to  use  shall  in 
the  first  person  and  will  in  the  second  and  third.  , 

To  express  determination  or  promise-  in  future  time,  it  is  cus- 
tomary to  use  will  in  the  first  person  and  shall  in  the  second  and 
third;  as, 

Simple  Future  Time.  Determination  or  Compulsion. 
I  shall  do  my  duty.  I  will  do  my  duty. 

You  will  do  your  duty.  You  shall  do  your  duty. 

He  will  do  his  duty.  He  shall  do  his  duty. 

In  asking  questions,  shall  is  used  in  the  first  person,  and  either 
shall  or  will  in  the  second  person,  according  as  one  or  the  other  is 
to  be  used  in  the  reply;  as, 

Shall  I  descend?    And  will  you  give  me  leave? 

Usage  similar  to  the  above  prevails  in  regard  to  should  and 
would. 

15-G 


218  CALIFORNIA   SERIES. 

Fill  the  following  blanks  with  shall  07-  will  properly  used: 

1.  you  help  me? 

2.  Certainly  I . 

3.  I drown  and  nobody help  me. 

4.  we  t^ke  the  next  lesson? 

5.  If  you call  I be  happy  to  go  with  you. 

6.  you  be  at  home  to-night? 

7.  I never  see  him  again. 

8.  I never  see  him  again,     {determination.) 

9.  They  do  me  wrong,  and  I  — ; not  endure  it. 

10.  I be  greatly  obliged  if  you do  me  the  favor. 

11.  you  be  unhappy  if  I  do  not  come? 

12.  When we  get  through  this  lesson  ? 


LESSON  211. 
Justify  the  use  of  shall  and  will  in  these  passages: 

1.  And  there  will  I  keep  you  forever, 

Yes,  forever  and  a  day, 
Till  the  walls  shall  crumble  to  ruin, 

And  moulder  to  dust  away. — Longfellow. 

2.  '     This  child  I  to  myself  will  take ; 

She  shall  be  mine,  and  I  will  make 

A  lady  of  my  own. 
The  stars  of  midnight  shall  be  dear 
To  her ;  and  she  shall  lean  her  ear 

In  many  a  secret  place 
Where  rivulets  dance  their  wayward  round, 
And  beauty  born  of  murmuring  sound 

Shall  pass  into  her  face. —  Wordsworth. 

3.  Ten  years  I  will  allot  to  the  attainment  of  knowledge,  and  ten  I  will 
pass  in  foreign  countries ;  I  shall  be  learned,  and  therefore  shall  be  honored ; 
every  city  will  shout  at  my  arrival,  and  every  student  will  solicit  my  friend- 
ship. Twenty  years  thus  passed  will  store  my  mind  with  images,  which  I 
shall  be  busy,  through  the  rest  of  my  life,  in  combining  and  comparing.  I 
shall  revel  in  inexhaustible  accumulations  of  intellectual  riches ;  I  shall  find 
new  pleasures  for  every  moment,  and  shall  never  more  be  weary  of  myself. 

—  Dr.  Johnson, 


REVISED  ENGLISH  GRAMMAR.  219 

LESSON  212. 
Potential  Verb  -  Phrases. 

1.  Lives  of  great  men  all  remind  us 

We  can  make  our  lives  sublime— Longfellow. 

2.  E'en  though  vanquished  he  could  argue  still.— Goldsmith. 

3.  It  may  be  we  shall  touch  the  Happy  Isles 

And  see  the  great  Achilles  whom  we  knew.— Tennyson. 

4.  Imperial  Csesar,  dead,  and  turned  to  clay, 

Might  stop  a  hole  to  keep  the  wind  SiW ay. —Shakespeare. 
6.  You  may  go;  would  that  she  had  never  given  you  leave  to 
GOJne.— Shakespeare. 

6.  She  must  weep  or  she  will  die.— Tennyson. 

7.  A  friend  should  bear  his  friend's  infiYmities. —Shakespeare. 

8.  I  would  not  spend  another  such  a  night 

Though  't  were  to  buy  a  world  of  happy  dsijs.—Shakespeare. 

In  sentences  one  and  two,  what  auxiliaries  express  poiver  f  In  sentences 
three  and  four,  what  auxiliaries  express  possibility  f  In  sentence  five,  what 
auxiliary  expresses  permission  f  In  sentence  six,  what  auxiliary  expresses 
necessity  f  In  sentence  seven,  what  auxiliary  expresses  dutyf  In  sentence 
eight,  what  auxiliary  expresses  determination  f 

Verb  -phrases  expressing  power,  ohligatiouj  possibility,  permission, 
or  necessity,  etc.,  are  called  Potential  Verb -Phrases.* 

In  potential  verb  -  phrases  the  infinitive  names  the  action  or 
state,  and  the  auxiliary  expresses  the  power,  possibility,  permis- 
sion, necessity,  duty,  or  determination  of  some  person  or  thing 
represented  by  the  subject. 

*Some  grammarians  class  the  Potential  (and  the  so-called  Conditional) 
verb -phrases  together  as  a  Potential  Mode  ;  thus, 

Present.    I  may,  can,  or  must  try. 

Past.    I  might,  could,  should,  or  would  try. 

Present  Perf.    I  may  have,  can  have,  or  must  have  tried. 

Past  Perf.    I  might  have,  could  have,  would  have,  or  should  have  tried. 
And  so  on  through  all  the  persons  and  numbers  of  the  present,  past,  present 
perfect,  and  past  perfect. 


220  CALIFORNIA   SERIES. 

Can  and  its  past  form  could  are  used  to  express  power  or  ability, 
as  in  sentences  one  and  two. 

May  and  its  past  forjn  might  express  possibility  or  permission, 
as  in  sentences  three,  four,  and  five. 

Must  is  used  to  express  necessity,  as  in  sentence  six. 

Should,  with  the  meaning  of  ought,  expresses  duty  or  obliga- 
tion, as  in  sentence  seven. 

Would  expresses  determination,  as  in  sentence  eight. 

Verb -phrases  composed,  like  the  above,  of  the  auxiliaries  may,  can,  must, 
might,  could,  would,  and  should,  combined  with  other  verb -forms,  may  be 
found  in  all  instances  to  make  either  a  direct  assertion,  in  which  case  they 
are  used  as  the  indicative  mode,  or  an  assertion  that  is  doubtful  or  con- 
ditional, in  which  case  they  are  used  as  the  subjunctive  mode ;  thus, 

Indicative.  Subjunctive. 

Perseverance  may  overcome  all  ob-  Teach  me  that  I  may  know  the 
stacles.  truth. 

Public  opinion  might  err.  I  trembled  lest  he  might  fall. 

No  man  can  foretell  the  future. 

Each  man  must  work  out  his  own 
destiny. 

When  verb -phrases  composed  of  an  infinitive  with  should  or  would  are 
used  to  express  an  assertion  depending  on  a  condition,  they  are  called 
Conditional  Verb-Phrases;  as,  I  should  try  if  I  had  the  opportunity. 

These  same  forms  are  also  used  in  the  condition  itseK;  as.  If  he  should 
come,  you  could  ask  him. 

Phrases  with  should  and  would  are  often  used  where  we  might  also  use 
the  .subjunctive  past;  as.  If  I  should  be  so  fortunate,  i.  e.,  If  I  were  so 
fortunate. 

Potential  verb  -  phrases  may  be  used  in  asking  questions  by  placing  the 
subject  after  the  first  auxiliary. 


LESSON  213. 

Name  the  potential  verb  -phrases  in  the  following,  and  tell  what 
each  expresses : 

1.  If  thou  wouldst  visit  fair  Melrose  aright, 
Go  visit  it  by  the  pale  moonlight. — Scott. 


REVISED  ENGLISH  GRAMMAR.  221 

2.  I  would  not  live  alway. — Bible. 

3.  May  there  be  no  sadness  of  farewell  when  I  embark. — Tennyson. 

4.  If  ever  you  should  come  to  Modena, 

Stop  at  a  palace  near  the  Keggio  gate. — Rogers. 

5.  All  Switzerland  is  in  the  field, 
She  will  not  fly;  she  can  not  yield, 

She  must  not  fall. — Montgomery. 

6.  Who  would  guess 

If  ever  more  should  meet  those  mutual  eyes, 

Since  upon  night  so  sweet  such  awful  morn  could  rise. — Byron. 

7.  All  who  joy  would  win. 

Must  share  it,  happiness  was  born  a  twin. — Byron. 

8.  Be  silent  that  you  may  hear. — Shakespeare. 

9.  May  love  of  all  thy  people  comfort  thee. — Tennyson. 

10.  The  good  old  rule 
SufRceth  them,  the  simple  plan 

That  they  should  take  who  have  the  power. 

And  they  should  keep  who  can. —  Wordsworth. 

11.  "If  I  might  choose,"  said  the  camel  to  Jupiter,  '*  1  would  have  the 
neck  of  the  swan  and  the  legs  of  the  horse,  then  I  should  be  the  king  of 
beasts."  "  You  could  not  have  made  a  greater  mistake,"  said  Jupiter.  "  If 
you  had  your  own  way,  you  would  be  nothing  but  a  giraffe." — Fable. 

12.  An  officer  in  the  West  Indies  was  told  by  a  lady,  at  whose  house  he 
was  dining,  that  he  might  not  like  the  soup,  as  it  was  made  from  snakes. 

-    —  English  Magazine. 


LESSON  214. 
Emphatic  Verb -Phrases. 


1.  He  knows  thee  not.     But  I  do  know  thee.— Coleridge. 

2.  Cassius.     I  denied  you  not. 
Brutus.     You  did  [deny  me]. 

Cassius.     1  did  not  [deny  you]:   he  was  but   a   fool   that 
brought  my  answer  hsick.— Shakespeare. 

What  time  is  expressed  by  the  verbs  in  the  first  quotation  ?  By  which  is 
the  greater  emphasis  shown?    What  auxiliary  expresses  this  emphasis? 

What  time  is  indicated  by  the  verbs  in  the  second  quotation?  What 
difference  in  the  form  of  the  first  denial  by  Cassius  and  the  second  denial? 
By  which  is  the  greater  emphasis  expressed  ? 


222  CALIFORNIA   SERIES. 

The  present  and  past  tenses  of  the  verb  do  are  used  as  auxil- 
iaries with  infinitives  to  make  Emphatic  Verb -Phrases. 

Do  is  also  used  in  making  negative  and  interrogative  asser- 
tions; as,  I  do  not  lilce.jowi:  faults;  Do  you  confess  so  much? 

In  the  following  sentences^  select  the  verb -phrases  constructed  by 
the  aid  of  some  form  of  the  verb  do,  and  tell  for  what  purpose  this 
auxiliary  is  used: 

1.  States  fall,  arts  fail,  but  nature  doth  not  die. — Byron. 

2.  Did  not  great  Caesar  bleed  for  justice'  sake? — Shakespeare. 

3.  I  do  not  believe  in  violent  changes,  nor  do  I  expect  them. — Lowell. 

4.  I  did  not  think  to  shed  a  tear. — Shakespeare. 

5.  I  do  not  love  thee,  Dr.  Fell, 

The  reason  why  I  can  not  tell. — Thomas  Brown. 

6.  You  don't  say  so,  Mr.  Jobson?    But  I  do  say  so. — Scott. 

7.  I  did  love  him,  but  scorn  him  now. — Latham. 

8.  I.  do  not  blame  men  who  draw  different  conclusions  from  the  facts. 

—Bright. 

LESSON  216.  ^  . 

Progressive  Verb  -  Phrases. 

1.  Franklin  gained  friends  for  the  Thirteen  Colonies,  while 
Washington  destroyed  their  enemies. 

2.  Franklin  was  gaining  friends  for  the  Thirteen  Colonies, 
while  Washington  was  destroying  their  enemies. 

By  observing  the  above  sentences,  you  will  see  that  the  same  thought  is 
expressed  in  both. 

In  which  is  a  verb  employed  to  express  the  thought;  in  which  a  verb - 
phrase  ? 

In  which  is  the  action  most  distinctly  represented  as  being  in  progress  ? 
What  participle  is  used  in  the  verb -phrase?  What  form  of  the  verb  be  is 
used  as  an  auxiliary  ? 

A  verb -phrase  which  represents  the  action  as  continuing  or  pro- 
gressing is  called  a  Progressive  Verb  -  Phrase. 

The  form  of  the  verbs  in  sentence  one  is  known  as  the  simple 
or  indefinite  form. 


REVISED  ENGLISH  GRAMMAR.  223 

The  progressive  verb -phrase  is  composed  of  the  present  par- 
ticiple and  some  form  or  phrase  of  the  verb  he  as  an  auxiliary ;  as, 

Thou  art  advancing.  Thou  hast  been  advancing. 

Thou  wert  advancing.  Thou  hadst  been  advancing. 

(If)  thou  be  advancing.  Thou  wilt  be  advancing. 

(If )  thou  wert  advancing.  Thou  wilt  have  been  advancing. 

Be  (thou)  advancing.  Thou  mayst  be  advancing. 

In  the  following  sentences,  select  the  progressive  verb -phrases,  and 
tell  how  each  is  formed  : 

1.  In  such  clear  air  as  this  by  Tiber's  wave, 

Daisies  are  trembUng  over  Keats's  grave. — Aldrich. 

2.  Tlie  day  is  ending,  the  night  is  descending ; 
The  marsh  is  frozen,  the  river  dead. 
Shadows  are  trailing,  my  heart  is  bewailing 

And  tolling  within  like  a  funeral  bell. — Longfellow. 

3.  We  must  be  fiddling  and  performing 

For  supper  and  bed,  or  starve  in  the  street. — Trowbridge. 

4.  We  may  shut  our  eyes,  but  we  cannot  help  knowing 
That  skies  are  clear  and  grass  is  growing ; 

The  breeze  comes  whispering  in  our  ear, 
That  dandelions  are  blossoming  near. 

That  maize  has  sprouted,  that  streams  are  flowing. 

That  the  river  is  bluer  than  the  sky. 

That  the  robin  is  plastering  his  house  hard  by. — Lowell. 


LESSON  216. 
Passive:  Verb- Phrases. 


1.  Lincoln /re^c?  the  slaves. 

2.  The  slaves  were  freed  by  Lincoln. 

Read  the  first  and  second  sentences,  and  notice  that  the  same  thought  is 
expressed  by  both. 

In  the  first  sentence,  what  action  is  asserted  of  Lincoln?  What  is  the 
ol)ject  of  the  verb  freed  f 

The  word  slaves  becomes  what,  in  the  second  sentence? 

In  which  of  these  sentences  does  the  verb  represent  its  subject  as  acting? 
In  which  sentence  does  the  verb -phrase  represent  its  subject  as  acted  upon]! 


224  CALIFORNIA   SERIES. 

A  verb  that  represents  its  subject  as  acting  is  said  to  be  Active. 
A  verb  -phrase  that  represents  its  subject  as  being  acted  upon  is 
said  to  be  Passive. 

The  object  of  the  active  verb  becomes  the  subject  when  the  verb 
is  changed  to  a  passive  verb -phrase. 

The  subject  of  the  active  verb  becomes  (if  retained)  the  object 
of  the  preposition  by;  as, 

Subj.  Obj. 

Active. — Ericsson  built  the  Monitor. 

Subj.  Obj.  Prep. 

Passive. — The  Monitor  was  built  by  Ericsson. 


1.  The  nation  honors  the  heroes  of  the  Civil  War. 

2.  The  heroes  of  the  Civil  War  are  honored  by  the  nation. 

Observe  these  sentences.  In  which  is  the  actor  made  prominent?  In 
which  is  the  thing  acted  upon  made  prominent?  In  which  does  the  subject 
name  the  actor?    In  which  does  it  name  the  thing  acted  upon? 

In  the  passive  verb -phrase,  what  verb  do  you  find  used  as  an  auxihary? 
Which  participle  of  the  verb  honor  is  used? 

The  active  verb  makes  the  actor  prominent.  The  passive  verb- 
phrase  makes  the  receiver  of  the  action  prominent. 

Passive  verb -phrases  are  formed  by  using  the  past  participle 
(never  the  past  tense)  of  a  transitive  verb  with  some  form  or 
phrase  of  the  verb  be  as  an  auxiliary;  thus, 

You  are  persecuted.  You  have  been  persecuted. 

You  were  persecuted.  You  had  been  persecuted. 

(If)  you  he  persecuted.  You  ivill  he  persecuted. 

(If)  you  were  persecuted.  You  will  have  been  persecuted. 

Be  (ye  or  you)  persecuted.  You  may  be  persecuted. 

Name  the  passive  verb -phrases  in  the  following^  and  tell  how  each 
is  formed: 

1.  I  must  be  measured  by  my  soul, 

The  mind 's  the  standard  of  the  man. —  Watts. 

2.  Some  work  of  noble  note  may  yet  be  done ; 
It  may  be  that  the  gulfs  will  wash  us  down, 

It  may  be  we  shall  touch  the  Happy  Isles. — Tennyson. 


REVISED  ENGLISH  GRAMMAR.  225 

3.  The  everlasting  gates  of  life  and  summer  are  thrown  open.  Ah !  what  a 
wilderness  of  floral  beauty  was  hidden,  or  was  suddenly  revealed  upon  the 
tropic  islands  through  which  the  pinnace  moved.  Then,  as  at  some  signal 
from  heaven,  the  music  and  the  carols  all  are  hushed.  Behold !  the  pinnace 
was  dismantled ;  the  revel  and  the  revelers  were  found  no  more. — De  Quincey. 


LESSON  217. 


Intransitive  verbs  are  sometimes  made  passive  by  making  the 
object  of  a  preposition  the  subject  of  a  passive  verb -phrase;  as, 

1.  The  Spaniards  scoffed  at  Columbus. 

2.  Columbus  was  scoffed  at  by  the  Spaniards. 

Strictly  speaking,  however,  the  action  of  an  intransitive  verb  is  confined 
to  its  subject,  and  there  is,  consequently,  no  object  to  be  acted  upon. 

Infinitives   and   participles  may  be    changed  from  active  to 
passive  in  the  same  manner  that  verbs  are  changed  ;  as, 

1,  Sherman,  marching  to  the  sea,  gave  orders  to  cut  all  telegraph  and 

railroad  lines. 
Sherman,  marching  to  the  sea,  ordered  all  telegraph  and  railroad  lines 
to  he  cut. 

2.  The  Monitor,  having  conquered  the  Merrimac,  was  praised  by  all. 

The  Merrimac,  having  been  conquered  by  the  Monitor,  was  destroyed  by 
the  Confederates. 

In  the  following  sentences,  change  the  transitive  verbs  or  verb- 
phrases  from  active  to  passive,  or  vice  versa : 

1.  Vulcan  made  Achilles'  shield. 

2.  Ceres  carried  poppies  and  sheaves  of  corn. 

3.  Literature  and  art  were  encouraged  by  the  Muses. 

4.  Mercury  wore  a  winged  cap  and  winged  shoes. 

5.  The    flashing  of    the    armor  the  Valkyrs  wore,   made    the  Aurora 
Borealis. 

6.  My  wife  was  chosen  as  her  wedding  dress  was  chosen,  not  for  a  fine, 
glossy  surface,  but  for  such  qualities  as  would  wear  well. 

7.  The  law  of  gravitation  was  discovered  by  Newton,  who  wrote  the 
Principia. 

8.  The  Barons  compelled  King  John  to  sign  the  Magna  Charta,  which 
insured  civil  liberty  to  England. 


226  CALIFORNIA   SERIES. 

9.  Moses,  whom  Pharaoh's  daughter  echicated,  led  the  Tsraehtes  out  of 
Egypt. 

10.  The  Declaration  of  Independence  was  signed  by  delegates  whom  the 
people  elected. 

11.  The  chariot  of  Mars  was  drawn  by  the  swiftest  winds. 

The  past  participle  used  with  the  verb  he  does  not  always  make 
a  passive  verb -phrase;  sometimes  the  participle  has  lost  its  verV)al 
nature  and  is  used  as  a  predicate  adjective  merely ;  thus, 

1.  Lady  Jane  Grey  ivas  accomplished,  (predicate  adjective,  showing  con- 
dition. ) 

2.  Many  noble  deeds  have  been  accomplished  by  unknown  heroes,  [pas- 
sive verb -phrase,  representing  the  subject  as  receiving  the  action.) 

To  test  a  passive  verb -phrase,  note  (a)  whether  the  person  or  thing 
named  by  the  subject  is  acted  upon ;  (6)  whether  the  verb  may  be  followed 
by  by  before  the  name  of  the  actor. 


LESSON  218. 


Select  the  passive  verb -phrases  in  the  following ^  and  explain  their 
composition  : 

1.  Beth  played  her  gayest  march,  Amy  threw  open  the  door,  and  Meg 
enacted  escort  with  great  dignity.  Mrs.  March  was  both  surprised  and 
touched ;  and  smiled  with  her  eyes  full  as  she  examined  her  presents  and 
read  the  little  notes  which  accompanied  them.  The  slippers  went  on  at 
once,  a  new  handkerchief  was  slipped  into  her  pocket,  well  scented  with 
Amy's  cologne;  the  rose  was  fastened  in  her  bosom,  and  the  nice  gloves 
were  pronounced  a  perfect  fit. — Louisa  Alcott. 

2.  The  lofty  crest  of  the  bell -tower  was  hidden  in  the  folds  of  falling 
snow,  and  I  could  no  longer  see  the  golden  angel  upon  its  summit.  But 
looked  at  across  the  piazza,  the  beautiful  outline  of  St.  Mark's  Church  was 
perfectly  penciled  in  the  air,  and  the  shifting  threads  of  the  snowfall  were 
woven  into  a  spell  of  novel  enchantment  around  a  structure  that  always 
seemed  to  me  too  exquisite  in  its  fantastic  loveliness  to  be  anything  but  the 
creation  of  magic. — William  D.  Howells. 

3.  It  was  observed  that  Ho-Ti's  cottage  was  burnt  down  more  frequently 
than  ever.  At  length  Ho  -Ti  and  his  son  were  watched,  the  terrible  mystery 
discovered,  and  the  father  and  son  summoned  to  take  their  trial  at  Pekin. 

— Charles  Lamb, 


REVISED  ENGLISH  GRAMMAR.  227 

LESSON  219. 

.    Table   showing   how   the   more   important   verb -phrases    are 
formed : 

Future  Tense. 
(Shall  or  will,  with  present 
infinitive.) 
Perfect.  J  Present. 

(Have,  had,  or  shall  have,<    Past, 
with  past  participle.)  [^  Future. 

Potential.  f  Present. 

(May,  can,  must,  might, J 
could,  would,  or  should,  | 
with  present  infinitive.)       i^  Past. 

Emphatic.  f  Present. 

(Do  or  did,  with  present  -n 
infinitive.)  L  Past. 

Progressive.  f  Present. 

(Some  form  or  phrase  of  the  J    p„a^ 
verb  be,  with  the  present] 
participle.)  L  Future. 

Passive.  C  Present. 

(Some  form  or  phrase  of  the  J    pg^g^ 
verb  be,  with  the  past  par-  | 
ticiple  of  a  transitive  verb. )  l^  Future. 

From  each  of  the  following  verbs  form  all  the  verb  -phrases  named 

above : 

invite  forget 

The  auxiliaries  of  the  verb -phrases  are  united  with  participles 
in  many  further  combinations  to  express  different  ideas  of  time, 
manner,  etc. ;  as, 

1.  The  Junius  letters  may  have  been  written  by  Burke,  (potential  perfect 
passive.) 

2.  Before  the  year  2000,  America  will  have  been  enjoying  liberty  for  over 
two  centuries,     (future  perfect  progressive.) 


228  CALIFORNIA   SERIES. 

Both  participles  and  infinitives  may  be  combined  with  forms 
of  have  and  he  to  form  perfect,  passive,  progressive,  and  further 
combined  phrases ;  as, 

1.  The  current  being  stopped,  impatiently  doth  rage. 

2.  The  prince  was  much  afflicted  by  the  disaster,  having  suffered  himself 
to  hope  for  a  happier  event. 

3.  The  power  of  Athens  having  been  declining  for  years,  it  was  easily 
destroyed  by  Philip  of  Macedon. 

4.  It  is  a  little  village  of  great  antiquity,  having  been  founded  hy  some  of 
the  Dutch  Colonists. 

5.  Truth  is  as  impossible  to  be  soiled  by  any  outward  touch  as  the  sunbeam. 

6.  The  murderer  seemed  to  himself  to  be  taking  part  in  a  play. 

7.  'T  is  better  to  have  loved  and  lost 

Than  never  to  have  loved  at  all. 

8.  The  Renaissance  is  said  to  have  been  influenced  largely  by  the  study  of 
ancient  poetry  and  art. 

9.  Arnold  is  known  to  have  been  conspiring  against  his  country  long  before 
the  capture  of  Andre. 

10.  The  private  life  of  Burke,  the  great  English  orator,  is  said  to  have  been 
stained  by  no  vices. 

A  scheme  of  the  verb  be,  and  an  explanation  of  the  formation  of  passive 
and  progressive  verb -phrases  in  all  the  modes  and  tenses,  may  be  found  in 
the  Appendix. 

LESSON  220. 

Select  and  name  the  verb  -phrases  in  the  following : 

1.  If  all  the  crowns  of  Europe  were  placed  at  my  disposal  on  condition  that 
I  should  abandon  my  books  and  my  studies,  I  should  spurn  the  crowns  and 
stand  by  the  books. — Fenelon. 

2.  Books  can  never  teach  the  use  of  books ;  the  student  must  learn  to  reduce 
speculation  to  practice.  No  man  should  think  so  highly  of  himself  as  to 
suppose  he  can  receive  but  little  light  from  books. — Johnson. 

3.  If  I  were  to  look  over  the  whole  world  to  find  out  the  country  most 
richly  endowed  with  all  the  wealth,  power,  and  beauty  that  nature  can 
bestow,  I  should  point  to  India.  If  I  were  asked  under  what  sky  the  human 
mind  has  most  fully  developed  some  of  its  choicest  gifts,  I  should  point  to 
India.  And  if  I  were  to  ask  myself  from  what  literature  we  may  draw  that 
which  is  most  wanted  to  make  our  inner  life  more  truly  human,  again  I 
should  point  to  India. — Max  Muller. 


REVISED  ENGLISH  GRAMMAR.  229 

4.  I  was  soon  enacting  the  part  of  an  annual  periodical  to  him  [Living- 
stone]. The  world  had  witnessed  and  experienced  much  the  last  few  years. 
The  Pacific  Railroad  had  been  completed ;  Grant  had  been  elected  President 
of  the  United  States;  Egypt  had  been  flooded  with  savans;  a  Spanish  revo- 
lution had  driven  Isabella  from  the  throne  of  Spain,  and  a  regent  had  been 
appointed;  a  Castelar  had  electrified  Europe  with  his  advanced  ideas  upon 
the  liberty  of  worship ;  Prussia  had  humbled  Denmark,  and  annexed  Schles- 
wig  -  Holstein,  and  her  armies  were  now  around  Paris ;  the  "  Man  of  Destiny  " 
was  a  prisoner  at  Wilhelmshohe ;  the  Queen  of  Fashion  and  the  Empress  of 
the  French  was  a  fugitive ;  and  the  child  born  in  the  purple  had  lost  forever 
the  imperial  crown  intended  for  his  head ;  the  Napoleon  dynasty  was  extin- 
guished by  the  Prussians — Bismarck  and  Von  Moltke;  and  France,  the 
proud  empire,  was  humbled  to  the  dust. — Meeting  of  Stanley  and  Livingstone 
in  1872.     H.  M.  Stanley. 

5.  And  when  those  who  have  rivaled  her  [Athens's]  greatness  shall  have 
shared  her  fate ;  when  civilization  and  knowledge  shall  have  fixed  their 
abode  in  distant  continents ;  when  the  scepter  shall  have  passed  away  from 
England ;  when,  perhaps,  travelers  from  distant  regions  shall  in  vain  labor 
to  decipher,  on  some  moldering  pedestal,  the  name  of  our  proudest  chief; 
her  influence  and  her  glory  will  still  survive,  fresh  in  eternal  youth. 

— Macaulay. 


LESSON  221. 
The  Verb  "Be."* 


1.  As  surely  as  I  am,  I  know  that  God  is. 

2.  We  were  two  daughters  of  one  race, 
She  was  the  fairest  in  the  face. 

In  the  first  sentence,  what  verbs  are  used  to  assert  existence? 
In  the  second  sentence,  what  verbs  are  used  as  copulas,  or  connecting 
words,  to  join  to  the  subject  words  describing  or  identifying  it? 

*  The  verb  be  is  made  up  of  fragments  [am,  was,  been]  of  three  different  verbs. 
As  when  in  a  battle  several  companies  of  a  regiment  have  been  severely  cut  up, 
and  the  fragments  of  those  that  came  out  safely  are  afterwards  formed  into  one 
company,  so  it  has  been  with  the  verb  he.  Hence  the  verb  ought  to  be  printed 
thus : 

am  [as,  breathe] 

was  [vas,  abide] 

been  [bhu,  grow] 

—  Meiklejohn. 


230  CALIFORNIA   SERIES. 

The  verb  be,  in  its  various  forms,  when  used  to  assert  existence, 
and  also  when  used  as  a  copula,  is  an  independent  and  not  an 
auxiliary  verb. 

The  verb  be  is  called  a  copula  (coupler),  when  it  stands  as  a 
mere  connective  of  assertion  between,  a  subject  and  some  word  or 
words  describing  or  identifying  that  subject. 

The  following  eleven  forms  are  found  in  the  full  conjugation  of  the  verb  be: 
am,  art,  is,  are,  was,  wast,  were,  wert,  be,  being,  been. 

In  which  of  the  following  sentences  is  the  verb  be  used  inde- 
pendently f     In  which  as  an  auxiliary  f 

1.  Whatever  is,  is  right, — Pope. 

2.  I  stood  on  the  bridge  at  midnight 

•As  the  clocks  were  striking  the  hour. — Longfellow. 

3.  I  am  that  Rosamond  whom  men  call  fair 

If  what  I  was,  I  be. — Tennyson. 

4.  I  was,  e'er  Nineveh  and  Babylon 

I  was,  and  am,  and  evermore  shall  be. — Aldrich. 

5.  I  am  the  mark  that  is  missed 

And  the  arrow  that  misses. — Swinburne. 

6.  Be  noble,  and  the  nobleness  that  lies 
In  other  men,  sleeping,  but  never  dead. 

Will  rise  in  majesty  to  meet  thine  own. — Lowell. 

7.  There  are  more  things  in  heaven  and  earth,  Horatio, 

Than  are  dreamt  of  in  your  philosophy. — Shakespeare. 

8.  Wherefore,  if  God  so  clothe  the  grass  of  the  field,  which  to-day  is,  and 
to-morrow  is  cast  into  the  oven,  shall  he  not  mucli  more  clothe  you,  O  ye 
of  little  faith  ?—^*6Z^. 

9.  When  we  see  a  soul  whose  acts  are  all  regal,  graceful,  and  pleasant  as 
roses,  we  must  thank  God  that  such  things  can  be  and  are. — Emerson. 


LESSON  222. 

Derivation  and  Composition  of  Verbs. 

Verbs,  like  nouns,  adjectives,  adverbs,  and  prepositions,  are 
either  primitive,  derivative,  or  compound. 

Primitive  Verbs  are  such  as  have  no  simpler  form  in  our  own  language ; 

as,  go,  raise,  blow,  dig,  rake,  see,  bake,  bless,  flow,  eat. 


BE  VISED  ENGLISH  GRAMMAR. 


231 


Derivative  Verbs  are  such  as  are  derived  from  other  words  by  the  addition 
of  suffixes  or  prefixes,  or  both  ;*  as,  broad+^n,  en  +  courage,  d^s  + heart -{- en, 
em+bold+en. 

Compound  Verbs  are  such  as  are  composed  of  two  or  more  simple  words, 
either  of  which  may  be  used  alone  ;  as,  hack-j-bite,  whife-\-wash,  over-{-turn. 

Write  and  define  verbs  that  may  he  formed  by  combining  with  one 
or  more  of  the  words  below  each  of  the  suffixes  -en,  -ize,  -(i)fy,  or  -ate: 


fast 

person 

terror 

hard 

author 

fright 

just 

captive 

false 

ample 

authentic 

broad 

* 

Write  and  define  verbs  that  may  be  formed  by  combining  with  one 
or  more  of  the  words  below  each  of  the  prefixes  a-,  fore-,  un-,  re-, 
be-,  mis-,  dis-,  en-,  em-: 

wake  large  capture  rise  liead 

come  speak  new  behave  bear 

danger  fasten  please  force  little 

do  fresh  give  turn  take 

Form  compound  verbs  by  combining  words  from  the  following 
lists  : 


fore 

with 

over 

brow 

out 

under 

up 

back 

spread 

hold 

number 

see 

beat 

bite 

set 

go 

Classify  the  following  verbs  as  primitive,  derivative,  or  compound, 
and  use  each  in  a  sentence : 


brutalize 
benumb 
dislike 
outgrow 


ride 
repay 
ennoble 
overlook 


disown 
play 
befall 
enlighten 


understand 
withdraw 
shove 
misspell 


dishearten 
swerve 
undermine 
tranquilize 


LESSON   223. 

Use  in  a  sentence  each  derivative  and  compound  word  in  the 
following  lists.     Tell  what  part  of  speech  it  has  become,  and  what 

*  A  few  verbs  are  derived  from  other  verbs  by  vowel  changes ;  as,  fell  from 
fall^  lay  from  lie,  set  from  sit. 


232 


CALIFORNIA   SERIJES. 


changes  have  been  made  from  the  ^primitive  in  its  form  and  in  its 
meaning : 


sweet 

friend 

love 

ho7ne 

sweets 

friends 

loves 

homely 

sweetness 

friendship 

lover 

homelike 

sweeter 

friendless 

lovely 

homespun 

sweetest 

unfriendly 

loveliness 

homeward 

sweetly 

unfriendliness 

loveless 

homeless 

sweeten 

befriend 

unlovely 

homelessness 

sweel^ens 

befriended 

loved 

homeliness 

sweetening 

befriending 

loving 

homesick 

sweetened 

friendlessness 

unloving 

homestead 

sweetmeats 

friendlike 

unloved 

homing 

Write,  in  manner  similar  to  the  above,  a  list  of  derivatives  and 
compounds  for  the  following  words: 


brother 


work 


like 


heart 


worth 


LESSON  224. 
Choice  of  Words. 


Each  of  the  words  given  below  means  to  think,  but  has,  iji  addi- 
tion to  this,  a  'peculiar  meaning  of  its  own.  Study  the  peculiar 
meaning,  and  use  each  word  in  two  sentences: 

To  guess  is  to  judge  at  random. 

To  expect  is  to  look  forward  in  thought  to  some  future  event.     This  verb 

is  never  used  in  reference  to  a  present  or  past  event. 
To  suspect  is  to  mistrust,  to  doubt. 
To  reckon  is  to  calculate  to  obtain  a  result. 

To  imagine  is  to  form  an  idea  in  the  mind  without  a  material  basis. 
To  suppose  is  to  assume  to  be  true. 

The  words  of  the  following  pairs  are  often  confounded  on  account 
of  their  similarity  in  sound.  Define  each,  and  use  correctly  in  a 
sentence: 


1.  accept 
except 


2.  affect 
effect 


3.  prosecuted 
'  persecuted 


4.  emigrate 
immigrate 


HE  VISED  ENGLISH  GRAMMAR.  •  23^ 

LESSON  226. 
Directions  for  Parsing  Verbs  and  Verb -Phrases. 
To  parse  a  verb  give  : 

1.  Class — (a)  Transitive  or  intransitive. 

(6)  Regular  or  irregular. 

2.  Principal  Parts  —  Present,  past,  present  participle,  past  participle. 

3.  Mode — Indicative,  subjunctive,  or  imperative. 

4.  Tense  —  Present  or  past. 

5.  Person  and  number. 

6.  Agreement  with  its  subject. 

To  parse  a  verb  -  phrase  give : 

1.  Kind— (Lesson  219). 

2.  Formation  —  Auxiliary  and  infinitive,  or  auxiliary  and  participle. 

3.  Use  —  As  tense  and  mode  of  some  verb. 

4.  Class — Transitive  or  intransitive. 

5.  Person  and  number. 

6.  Agreement  with  its  subject. 

Model:  1.  They/a*7,  and  they  alone,  who  have  not  striven. 

Fail  is  an  intransitive,  regular  verb;  principal  parts,  fail,  failed,  failing, 
failed.  It  is  in  the  indicative  mode;  present  tense;  third  person,  plural 
number,  agreeing  with  its  subject  they. 

Have  striven  is  a  perfect  verb- phrase,  made  up  of  the  auxiliary  have 
and  the  past  participle  of  the  verb  strive;  it  is  used  as  the  present  perfect 
tense,  indicative  mode,  of  the  verb  strive.  It  is  intransitive;  third  person, 
plural  number,  agreeing  with  its  subject  tvho. 

2.  Ye  may  trace  my  step  o'er  the  wakening  earth. 
I  feared  lest  he  might  fall. 

May  trace  is  a  potential  verb -phrase,  made  upof  the  auxiliary  may  and 
the  infinitive  of  the  verb  trace;  it  is  used  as  the  present  tense,  indicative 
mode,  of  the  verb  trace.  It  is  transitive;  second  person,  plural  number, 
agreeing  with  its  subject  ye. 

Might  fall  is  a  potential  verb -phrase,  made  up  of  the  auxiliary  might 
and  the  infinitive  of  the  verb  fall;  it  is  used  as  the  subjunctive  mode, 
present  tense,  of  the  verb /«7Z.  It  is  intransitive;  third  person,  singular 
number,  agreeing  with  its  subject  he. 

16-G 


234  •  CALIFORNIA   SERIES. 

While  it  is  convenient  to  regard  verb  -  phrases  as  compound  forms  to  be 
disposed  of  in  the  same  manner  as  simple  forms,  it  must  be  remembered 
that  they  are  composed  of  a  verb  and  a  participle  or  an  infinitive  used  as  its 
complement,  and  that  each  of  these  may  be  parsed  separately. 

Parse  the  verbs  and  verb  -phrases  in  the  following : 

Aladdin. 

1.  When  I  was  a  beggarly  boy, 

And  lived  in  a  cellar  damp, 
I  had  not  a  friend  nor  a  toy. 

But  I  had  Aladdin's  lamp; 
When  I  could  not  sleep  for  cold, 

I  had  fire  enough  in  my  brain. 
And  builded  with  roofs  of  gold 

My  beautiful  castles  in  Spain ! 

Since  then  I  have  toiled  day  and  night, 

I  have  money  and  power  good  store. 
But  I  'd  give  all  my  lamps  of  silver  bright 

For  the  one  that  is  mine  no  more ; 
Take,  Fortune,  whatever  you  choose, 

You  gave,  and  may  snatch  again : 
I  have  nothing  't  would  pain  me  to  lose 

For  I  own  no  more  castles  in  Spain ! 

— James  Russell  Lowell. 

The  Holy  Land. 

2.  This  is  the  earth  He  walked  on ;  not  alone 
That  Asian  country  keeps  the  sacred  stain ; 
'T  is  not  alone  the  far  Judean  plain, 
Mountain  and  river  !    Lo,  the  sun  that  shone 
On  him  shines  now  on  us ;  when  day  is  gone. 
The  moon  of  Galilee  comes  forth  again 

And  lights  our  path  as  his  ;  an  endless  chain 
Of  years  and  sorrows  makes  the  round  world  one. 
The  air  we  breathe,  he  breathed — the  very  air 
That  took  the  mold  and  music  of  his  high 
And  godlike  speech.     Since  then  shall  mortal  dare 
With  base  thought  front  the  ever  sacred  sky, 
Soil  with  foul  deed  the  ground  whereon  he  laid 
In  holy  death  his  pale,  immortal  head? 

— Richard  Watson  Gilder. 


REVISED  ENGLISH  GRAMMAR  235 

LESSON   226. 

Review  of  Verbs. 

By  Topics. —  Upon  these  topics  make  a  connected  statement 
of  the  main  grammatical  facts  found  in  the  Lessons  indicated : 

Classes; 

\  Transitive  (191-192). 
(Intransitive  (191-192). 
pegular  (199). 
hrregular  (199). 

Inflection. 

Person  and  Number  (193). 
Mode  (194). 

1.  Indicative  (194). 

2.  Subjunctive  (194). 

3.  Imperative  (194). 
Tense  (196). 

1.  Present  (196). 

2.  Past  (196). 

Auxiliary  Verbs  (206). 

Verb -Phrases. 

Formation  (206). 
Kinds. 

1.  Future  Tense  (196,  207). 

2.  Perfect  (207). 

3.  Potential  (212). 

4.  Emphatic  (214). 

5.  Progressive  (215). 

6.  Passive  (216). 
Derivation  and  Composition  (222). 

By  Questions. — Classes. —  By  what  sort  of  object  complement  may 
intransitive  verbs  be  followed?  (192)  Give  an  exarnple.  (192)  Tell  how  a 
transitive  verb  is  employed  in  forming  a  passive  verb -phrase.  (216)     How 


236  CALIFORNIA   SERIES. 

are  intransitive  verbs  sometimes  made  passive?  (217)  Illustrate  in  a  sen- 
tence the  change  of  an  active  infinitive  to  a  passive  infinitive.  (217)  Illus- 
trate in  a  sentence  the  change  of  an  active  participle  to  a  passive.  (217) 

Describe  the  two  principal  divisions  of  irregular  verbs.  (199)  From  the 
dictionary  or  your  Reader,  select  tw'elve  verbs  that  add  ed  for  the  past  tense 
and  past  participle  and  in  which  the  e  is  silent.  Tell  which  of  these  end  in 
consonant  sounds  in  the  present  tense,  and  which  in  vowel  sounds.  Select 
ten  verbs  adding  ed  for  the  past  tense  and  past  participle  in  which  the  e  is 
sounded.  With  the  sound  of  what  letter  does  each  of  these  verbs  end  in  the 
present  tense?  Select  five  verbs  whose  past  tense  and  past  participle  end 
with  the  sound  of  d;  five  whose  past  tense  and  past  participle  end  with  the 
sound  of  t.    With  what  sound  does  the  present  tense  end  in  each  case  ? 

Inflection. — When  have  verbs  the  form  of  the  first  person?  (193)  When 
have  they  the  form  of  the  second  person?  (193)  Give  the  peculiarities  of 
have  in  respect  to  number  and  person.  (193)  How  does  the  imperative 
mode  difl'er  from  the  others  in  respect  to  form?  (194)  Give  an  instance  of 
the  subjunctive  mode  used  to  express  wish  or  desire.  (194)  In  what  sort  of 
clause  is  the  subjunctive  usually  found?  (194)  In  what  respect  does  the 
present  tense  of  the  subjunctive  differ  from  the  present  indicative  in  form  ; 
the  past  tense  from  the  past  indicative?  (194)  What  are  the  principal  parts 
of  the  verb?  (198)  How  are  the  present  and  past  tenses  indicated?  (196, 
207)     How  is  the  future  tense  indicated?  (196,  207) 

Conjugation. — Define  conjugation.  (200n)  Give  the  first  person  singular 
of  all  the  modes  and  tenses  of  the  verb  laugh.  Give  the  first  person  singular 
of  all  the  modes  and  tenses  of  the  verb  give. 

Lie — Sit. — Give  the  past  tense  of  the  verb  lie.  Give  the  past  tense  of  the 
verb  lay.  Give  the  present  participle  of  each  verb.  Give  a  sentence  using 
the  present  tense,  first  person,  of  the  verb  sit ;  of  the  verb  set.  Give  the 
principal  parts  of  the  verb  sit ;  of  the  verb  set. 

Verb -Phrases. —In  what  two  ways  may  verb -phrases  be  parsed?  (206) 
Name  the  auxiliaries  of  each  of  the  perfect  verb -phrases.  (207)  How  is 
the  present  perfect  verb -phrase  formed;  the  past  perfect;  the  future  per- 
fect? (207,  219)  Of  the  six  so-called  tenses,  which  are  indicated  by  verb - 
phrases?  (207)  What  two  things  do  the  perfect  verb -phrases  indicate  ?  (207) 
How^  is  shall  used  in  future  tense  verb -phrases?  (210)  How  is  will  used  in 
the  same  tense  ?  (210) 

How  are  potential  verb -phrases  formed?  (212,  219)  In  potential  verb- 
phrases  by  what  is  the  power,  possibility,  etc.,  expressed?  (212)  What 
does  the  infinitive  express  in  these  phrases?  (212)  In  potential  verb- 
phrases  what  does  can  express;  may;  inust;  should;  would?  (212)  In  what 
modes  are  the  potential  verb -phrases  used?   (212)     What  are  conditional 


REVISED  ENGLISH  GRAMMAR.  237 

verb -phrases?  (212)  When  a  transitive  verb  is  changed  to  a  passive 
verb -phrase,  what  change  takes  place  in  its  object;  in  its  subject?  (216) 
How  are  passive  verb -phrases  formed?  (216,  219)  How  can  you  tell  whether 
a  verb -phrase  passive  in  form  is  really  passive  or  not?  (217)  Into  what 
verb -phrases  does  the  verb  be  enter?  (219) 

Be. — When  is  the  verb  be  independent?  (221)  When  is  it  a  copula?  (221) 
What  does  copula  mean?  (221)  Name  the  eleven  forms  of  the  verb  be.  (221) 
Give  the  peculiarities  of  be  in  respect  to  number  and  person.  (193) 


LESSON    227. 
PARAPHRASING. 


Rewrite  the  following,  substituting  for  each  italicized  word  or 
expression  some  word,  phrase,  or  clause,  which  has  the  same  or 
nearly  the  same  meaning: 

The  characters  of  Elizabeth  of  England,  and  of  Isabella  of  Spain,  afford 
scarcely  a  point  of  contact.  Elizabeth,  inheriting  a  large  share  of  the  bold 
and  bluff  King  Harry's  temperament,  was  haughty,  arrogant,  and  irascible; 
while  with  these  fiercer  qualities  she  mingled  deep  dissimulation  and  strange 
irresolution.  Isabella,  on  the  other  hand,  tempered  the  dignity  of  royal  sta- 
tion with  the  most  bland  and  courteous  manners.  Once  resolved,  she  was 
constant  in  her  purposes;  and  her  conduct  in  public  and  private  life  was 
characterized  by  candor  and  integrity.  Both  may  be  said  to  have  shown  that 
magnanimity  which  is  implied  by  the  accomplishment  of  great  objects  in  the 
face  of  great  obstacles. — Wm.  II.  Prescott. 


LESSON  228. 

BIOGRAPHICAL     NARRATIVE. 

Henry  Wadsworth  Longfellow. 

A  biography  is  a  written  account  of  a  person^ s  life  and  character. 
Such  an  account  may  be  expanded  into  one  or  more  volumes,  or  it 
may  be  condensed  into  a  paragraph.  Reproduce  the  following, 
adding  as  many  facts  as  possible  on  each  topic: 

Henry  Wadsworth  Longfellow,  born  in  1807,  was  the  son  of  a 
lawyer  of  Portland,  Maine.     His  mother  was  a  descendant  of 


238  CALIFORNIA   SERIES. 

John  Alden  of  Puritan  fame.  Longfellow's  early  life  was  spent 
in  Portland.  His  poem,  "My  Lost  Youth,"  contains  reference 
to  his  boyhood  home. 

When  only  fourteen  years  old  Longfellow  entered  Bowdoin 
College,  in  the  same  class  with  Nathaniel  Hawthorne,  and  in 
1825  was  graduated  with  high  rank  as  a  scholar. 

In  school,  Mr.  Longfellow  was  regarded  as  retiring  in  disposi- 
tion, but  was  distinguished  for  his  wide  reading  and  the  general 
excellence  of  his  composition.  He  was  careful  in  his  choice  of 
companions,  and  loved  to  stroll  in  the  woods,  but  took  no  interest 
in  hunting  or  fishing. 

At  nineteen  years  of  age,  Mr.  Longfellow  was  chosen  Professor 
of  Modern  Languages  and  Literature  in  a  department  to  be 
established  in  Bowdoin  College.  In  order  to  prepare  for  this 
work  he  spent  four  years  traveling  and  studying  in  Spain, 
France,  Italy,  and  Germany.  Then,  full  of  enthusiasm  and 
determination  to  succeed,  he  began  his  work  of  teaching. 

In  a  few  years  he  was  called  from  Bowdoin  College  to  Harvard 
to  occupy  the  chair  of  Modern  Languages  there.  To  further 
prepare  for  the  duties  of  the  position,  Mr.  Longfellow  again  went 
abroad  and  spent  about  two  years  studying  the  languages  of 
northern  Europe.  In  1836  he  began  his  work  at  Harvard,  and 
continued  teaching  there  for  eighteen  years,  when  he  resigned  to 
devote  himself  wholly  to  literary  work,  and  was  succeeded  in 
his  professorship  by  James  Russell  Lowell. 

For  over  forty  years  before  his  death  Mr.  Longfellow's  home 
was  at  Cambridge,  in  the  historic  mansion  once  occupied  by 
Washington,  when  general  of  the  army,  as  a  reception  room. 

Mr.  Longfellow  was  twice  married.  Five  of  his  children  —  three 
sons  and  two  daughters — grew  to  maturity.  A  beautiful  allusion 
to  his  daughters  is  found  in  his  poem,  "The  Children's  Hour." 

Mr.  Longfellow  was  noted,  even  in  his  college  days,  for  his  gift 
of  verse  -  writing.  Literary  work  was  his  recreation  and  delight, 
and  occupied  him  constantly  between  intervals  of  study  and 
teaching.     Besides  his  many  poems,  notable  among  which  are 


REVISED  ENGLISH  GRAMMAR.  239 

''Evangeline,"  "Hiawatha,"  "The  Building  of  the  Ship,"  and 
"Miles  Standish,"  Mr.  Longfellow  wrote  three  volumes  of  prose — 
"  Outre-  Mer,"  consisting  of  sketches  of  travel ;  and  two  romances, 
"Hyperion"  and  "Kavanagh." 

In  addition  to  many  minor  translations  from  the  German, 
French,  and  Spanish,  Mr.  Longfellow  made  a  translation  of 
Dante's  noble  poem,  "The  Divine  Comedy,"  a  work  upon  which 
he  was  engaged  for  more  than  thirty  years. 

He  also  edited  several  volumes,  among  which  are  "  Poems  of 
Places"  and  "The  Poets  and  Poetry  of  Europe." 

In  1882,  a  month  after  his  seventy  -  fifth  birthday  had  been 
celebrated  by  schools  all  over  the  United  States,  Longfellow  passed 
away.  He  has  been  called  the  Household  Poet,  and  also  the  Poet 
of  the  Children,  because  of  his  love  for  these  little  ones.  His 
poetry  is  distinguished  for  grace,  beauty,  and  simplicity,  and  an 
element  of  sweet  sympathy  with  all  humanity.  He  was  one  of 
the  most  influential  founders  of  American  literature,  as  well  as 
one  of  its  brightest  ornaments. 

A  biography  describes  the  parentage  and  birthplace  of  its  subject,  his 
childhood  home,  his  early  life  and  surroundings,  his  education,  his  talents 
or  characteristics,  his  life  work,  his  own  home  and  family,  his  achievements, 
his  influence  upon  his  times,  and,  incidentally,  any  other  notable  fact 
showing  how  or  why  the  man  became  what  he  was. 

Let  the  class  be  divided  into  four  sections.  Then,  with  the  foregoing 
statement  and  biographical  sketch  as  a  guide,  let  one  section  write  a  brief 
biography  of  Hawthorne;  another  section,  of  Holmes;  another,  of  Whittier; 
another,  of  Lowell. 

Compare  the  sketches  as  to  facts  brought  out,  order  of  treatment,  correct- 
ness of  English,  etc. 

In  the  same  way  let  sketches  be  written  and  reviewed  of  the  statesmen 
Franklin,  Webster,  Clay,  and  Sumner. 

Excellent  material  to  use  in  writing  these  sketches  may  be  found  in 
"Appleton's  Cyclopedia  of  American  Biography";  '*  Famous  American 
Authors." — Bolton:  "  Famous  American  Statesmen." — Bolton. 


PART   III. 


SUMMAEY  OF  OOE"STEUCTIONS. 

PEINOIPLES  OF  EXPRESSION. 


In  Parts  I.  and  II.  of  this  book  we  studied  the  chief  constructions  of  the 
elements  composing  the  sentence. 

In  Part  III.  we  are  to  gather  together  in  review  the  constructions  already 
noted  in  Parts  I.  and  II.,  adding  to  tliem  a  few  other  constructions  com- 
paratively rare. 

In  conclusion,  we  are  to  follow  this  grammatical  scheme  with  a  brief 
study  of  the  principles  underlying  a  clear,  forcible,  and  graceful  style  in 
composition. 


STJMMAEY  OF  CONSTRUOTIONS. 


LESSON  229. 
WHAT  MAY  CONSTITUTE  THE  SUBJECT. 

[Syntax  treats  of  the  grammatical  relations  of  the  elements  of 
a  sentence. 

The  elements  of  a  sentence  are  the  words,  phrases,  and  clauses 
that  perform  a  distinct  office  in  that  sentence. 

The  relation  that  one  element  bears  to  another  in  the  same 
sentence  is  called  its  Construction. 

The  two  necessary  elements  of  any  sentence  are  the  Subject 
and  the  Predicate.     All  others  are  subordinate  elements. 

Interjections,  nouns  in  some  constructions,  and  certain  phrases 
not  grammatically  related  to  the  other  parts  of  the  sentence,  may 
be  called  independent  elements. 

As  we  have  learned  how  to  analyze  the  sentence  by  showing 
the  relation  of  its  larger  parts  to  each  other  (Lessons  98  and  100) 
and  how  to  dispose  of  the  elements  of  a  sentence  in  ordinary 
construction,  we  need  now  only  to  learn  a  few  constructions  of 
less  frequent  occurrence  in  order  to  acquire  a  complete  knowl- 
edge of  the  syntax  of  the  sentence.  These  rarer  constructions 
will  be  found  included  in  the  following  general  summary.] 

The  subject  of  a  sentence  may  be — 

1.  A  Noun;  as, 

The  reivard  of  one  duty  is  the  power  to  fulfill  another. — George  Eliot. 

2.  A  Pronoun;  as, 

/  find  the  great  thing  in  this  world  is  not  so  much  where  we  stand,  as  in 
what  direction  we  are  moving. — Holmes. 


244  CALIFORNIA   SERIES. 

3.  An  Infinitive,  or  an  Infinitive  with  its  complement ;  as, 

1.  To  be  ignorant  of  one's  ignorance  is  the  malady  of  ignorance. — Alcott. 

2.  Remaining  ignorant  of  the  lives  of  the  most  celebrated  men  of  antiquity 
is  continuing  in  a  state  of  childhood  all  one's  days. — Plutarch. 

4.  A  Clause;  as, 

What  makes  life  dreary  is  the  want  of  motive. — George  Eliot. 


Modifiers  of  Subject. 
The  subject  of  a  sentence  may  be  modified  by  — 

1.  An  Adjective;  as, 

The  silent  organ  loudest  chants  the  master's  requiem. — Emerson. 

2.  A  Possessive  Noun  or  Pronoun;  as, 

Each  man^s  chimney  is  his  golden  milestone. — LongfeUov). 

3.  Appositives : 

(a)  A  Noun;  as. 

There  Honor  comes,  a  pilgrim  gray, 

To  bless  the  turf  that  wraps  their  clay. — Collins. 

(6)  A  Pronoun;  as, 

1  tell  you  that  which  you  yourselves  do  know. — Shakespeare. 

4.  A  Participle;  as, 

Multitudes  of  dense,  white,  fleecy  clouds 

Were  wandering  in  thick  flocks  along  the  mountains, 

Shepherded  by  the  slow,  unwilling  wind. — Shelley. 

5.  An  Infinitive;  as, 

The  right  of  citizens  of  the  United  States  to  vote  shall  not  be  denied. 

—  Constitution. 

6.  A  Preposition  and  its  object ;  as, 

The  poetry  of  earth  is  never  dead. — Keats. 

7.  A  Clause;  as, 

1.  He  that  is  of  a  merry  heart  hath  a  continual  feast. — Bible. 

2,  Loveliness  is,  ivhen  unadorned,  adorned  the  most. — Thomson. 


REVISED  ENGLISH  GRAMMAR.  245 

LESSON  230. 
WHAT  MAY  CONSTITUTE  THE  PREDICATE. 
The  predicate  of  a  sentence  may  be — 
1.  A  Verb  or  Verb -Phrase  alone;   as, 

1.  Creation  sleeps.     'Tis  as  the  general  pulse  of  life  stood  still. — Young. 

2.  The  desert  shall  rejoice  and  blossom  as  the  rose. — Bible. 

2.  A  Verb  or  Verb -Phrase  with  its  complement;  as, 

1.  He  who  has  a  thousand  friends  has  not  a  friend  to  spare. — Lowell. 

2.  Time  is  the  image  of  eternity. — Diogenes. 

The  complement  maybe— 

(a)  A  Noun;  as, 

1.  I  fetched  my  sea- horn  treasures  home. — Emerson. 

2.  Old  Tubal  Cain  was  a  man  of  might. — C  Mackay. 

(b)  A  Pronoun;  as, 

1.  We  buried  hirn  darkly  at  dead  of  night. — Wolfe. 

2.  This  is  he,  whom  the  great  prophet 

Mocked  with  the  curse  of  immortality. — Shelley. 

(c)  An  Infinitive,  or  an  Infinitive  with  its  complement;  as, 

1.  I  love  at  eventide  to  walk  alone. — John  Clare. 

2.  I  have  ever  loved  reposi7ig  myself,  whether  sitting  or  lying. — Montaigne. 

3.  The  highest  purpose  of  culture  is  to  give  knowledge  and  mastery  of 
one's  inner  self. —  Von  Havdenherg. 

4.  Rest  is  not  quitting  the  busy  career. — /.  Dwight  Sullivan. 

{d)  A  Clause;  as, 

1.  I  know  not  where  His  islands  lift  their  fronded  palms  in  air. — Whittier. 

2.  Life  is  what  our  thoughts  make  it. — Marcus  Aurelius. 

(e)  An  Adjective;  as, 

Youngest  of  all  was  he  of  the  men  who  came  in  the  Mayflower. — Longfellow. 

(/)  A  Participle;  as, 

The  fog  came  pouring  in  at  every  chink. — Dickens. 


246  CALIFORNIA   SERIES. 

(g)  A  Preposition  and  its  object;  as, 
My  days  are  in  the  yellow  leaf. — Byron. 

The  noun  complement  may  have  the  same  modifiers  as  the  subject. 
Note  that  adjective  and  noun  clauses  may  be  introduced  by  either  relative 
pronouns  or  conjunctive  adverbs ;  as, 

1.  Tell  me  why  you  were  tardy.     Tell  me  ivho  detained  you. 

2.  This  is  the  city  that  the  poet  loved.    This  is  the  city  where  the  poet  died. 

Predicate  adjectives  may  may  take  adverbial  modifiers ;  as, 
Truth  is  stronger  than  falsehood  can  ever  be. 


Modifiers  of  the  Predicate. 
The  verb  may  be  modified  by  — 

1.  An  Adverb;  as, 

What  he  greatly  thought,  he  nobly  dared. — Pope. 

2.  A  Preposition  and  its  object;  as, 

The  mountains  look  on  Marathon,  and  Marathon  looks  on  the  sea. — Byron. 

3.  A  Clause;  as, 

He  lies  where  pearls  lie  deep. — Hemans. 


LESSON  231. 


Questions.  —  Give  sentences  to  illustrate  four  different  elements  of  which 
a  subject  may  consist ;  to  illustrate  seven  different  modes  of  modifying  the 
subject. 

Give  a  sentence  to  illustrate  a  predicate  consisting  of  a  verb  or  verb- 
phrase  alone. 

Give  a  sentence  to  illustrate  a  verb  or  verb -phrase  completed  (a)  by  a 
noun  in  two  constructions,  (6)  by  a  pronoun  in  two  constructions,  (c)  by  an 
infinitive,  or  an  infinitive  with  its  object,  {d)  by  a  clause,  {e)  by  an  adjective, 
(/)  by  a  participle,  {g)  by  a  preposition  and  its  object. 

Give  sentences  to  illustrate  three  different  elements  used  as  modifiers  of 
the  predicate.  Illustrate  clauses  introduced  (a)  by  relative  pronouns,  (6)  by 
conjunctive  adverbs.  What  modifiers  may  the  complement  take  if  substan- 
tive in  office ;  if  adjective  in  office  ?    Illustrate  the  latter  in  a  sentence. 


REVISED  ENGLISH  GRAMMAR.  247 

LESSON  232. 
CONSTRUCTIONS  OF  NOUNS  AND  PRONOUNS. 
The  constructions  of  nouns  and  pronouns  are  as  follows: 
1.  Subject  of  the  Verb;  as, 

1.  All  service  ranks  the  same  with  God. — Browning. 

2.  I  hear  a  voice  you  can  not  hear. — Tickell. 

2.  Complement  of  the  Verb: 

(a)  Predicate  Noun  or  Pronoun  (sometimes  called  Predicate 
Nominative),  completing  the  assertion  made  by  an  intransitive 
verb  and  describing  the  subject;  as, 

1.  Life  is  a  short  summer,  man  a  flower. — Johnson. 

2.  Vengeance  is  mine;  I  will  repay,  saith  the  Lord. — Bible. 

(6)  Object  Complement,  completing  the  assertion  made  by  a 
transitive  verb  (or  its  infinitives  or  participles)  by  naming  the 
receiver  of  the  action;  as, 

1.  Silence  does  not  always  mark  wisdom. — Shakespeare. 

.     2.  I  saw  him  once  before. — Holmes. 

3.  I  am  afraid  to  do  a  mean  thing. — Garfield. 

4.  New  empires  rise,  gathering  the  strength  of  hoary  centuries. — Prentice. 

(c)  Objective  Complement*  completing  the  assertion  made  by 
a  verb,  and  describing  the  object;  as, 

1.  Make  Cressid's  name  the  very  crown  of  falsehood. — Shakespeare. 

2.  They  anointed  David  king  over  Israel. — Bible. 

The  verbs  which  take  objective  complements  have  the  sense  of  making, 
causing,  or  bringing  about  something;  as,  make,  name,  choose,  call,  elect, 
appoint,  create,  crown,  proclaim,  etc. 

When  the  verbs  make,  elect,  appoint,  etc.,  are  changed  from  the  active  to 
the  passive  form,  the  objective  complement  becomes  a  predicate  noun ;  as. 

The  queen's  kindred  were  made  gentlefolks. — Shakespeare.  • 

Nouns  used  as  objective  complements  are  said  to  be  in  the 
Objective  Case. 

*  Sometimes  called  Factitive  Complements,  from  Latin  facere,  to  make  ;  because 
the  verb  make  stands  as  the  type  of  this  class  of  verbs. 


248  CALIFORNIA   SERIES. 

3.  Object  of  a  Preposition;  as, 

1.  Green  be  the  turf  above  thee. — Halleck. 

2.  In  the  market -place  of  Bruges  stands  the  belfry  old  and  brown. 

—  Longfellow. 

4.  Indirect  Object  of  the  Verb ;  as, 

1.  Give  the  king  this  scroll. — Shakespeare. 

2.  Give  me  three  grains  of  corn,  mother. — Edwards. 

In  the  first  sentence,  the  noun  scroll  is  the  direct  object  of  the  verb  give, 
and  the  noun  king  is  the  indirect  object.  The  sentence  is  equivalent  to — 
''  Give  this  scroll  to  the  king.'' 

A  noun  or  pronoun  used  after  a  transitive  verb  to  show  to  whom 
or  Jot  whom  an  act  is  done,  no  preposition  being  expressed,  is 
called  an  Indirect  Object. 

When  the  indirect  object  is  separated  from  the  verb  by  the  direct  object, 
the  preposition  is  expressed. 

In  changing  a  sentence  from  the  active  to  the  passive  form,  the  indirect 
object  may  be  made  the  subject  of  the  passive ;  as, 

1.  Isabella  promised  Columbus  aid.     {active.) 

2.  Columbus  was  promised  aid  by  Isabella,     (passive.) 

A  noun  or  pronoun  used  as  the  indirect  object  of  a  verb  is  in' 
the  Objective  Case. 

5.  Adverbial  Modifier;  as, 

1.  Five  times  received  I  forty  stripes  save  one. — Bible. 

2.  The  land  is  worth  four  hundred  shekels  of  silver. — Bible. 

Nouns  expressing  time,  distance,  weight,  value,  number,  age,  may 
be  used  to  modify  verbs,  adjectives,  and  adverbs,  being  equivalent 
to  adverbial  phrases  without  the  preposition;  as, 

1.  One  morn  a  Peri  at  the  gate  of  Eden  stood  disconsolate. — Moore. 

2.  I  will  not  budge  an  inch. — Shakespeare. 

3.  Perhaps  't  will  cost  a  sigh,  a  tear. — Barbauld. 

A  noun  used  as  an  adverbial  modifier  is  in  the  Objective  Case. 

6.  Possessive  Modifier;  as, 

1.  These  are  Clan- Alpine's  warriors  true. — Scott. 

2.  My  heart  is  in  the  Highlands. — Burns. 


REVISED  ENGLISH  GRAMMAR.  249 

7.  Appositive  Modifier ;  as, 

1.  Now  the  bright  morning  star,  day's  harbinger, 

Comes  dancing  from  the  east. — Milton. 

2.  Then  the  handsome  Pau-Puk-Keewis, 
He  the  merry  mischief-  maker, 

Rose  among  the  guests  assembled. — Longfellow. 

A  noun  used  in  apposition  may  be  either  in  the  nominative, 
possessive,  or  objective  case,  according  to  the  case  of  the  noun  with 
which  it  is  in  apposition. 

8.  Independently : 

(Nouns  and  pronouns  are  said  to  be  used  independently  when 
they  have  no  grammatical  connection  with  the  rest  of  the 
sentence. ) 

(a)  In  Address;  as, 

1.  Come,  dear  old  comrade,  you  and  I 

•  Will  steal  an  hour  from  days  gone  by. — Holmes. 

2.  O  thou  that  rollest  above!  whence  are  thy  beams? — Macpherson. 

(h)  In  Exclamation;  as, 

1.  Alas,  poor  YoricTc!  I  knew  him  well,  Horatio. — Shakespeare. 

2.  Happy  he  with  such  a  mother !  faith  in  womankind  beats  with  his 
blood. — Tennyson. 

(c)  Absolutely,  with  a  participle  phrase;  as, 

1.  The  loose  rein  dangling  from  his  head. 

Lord  Marmion's  steed  rushed  by. — Scott. 

2.  She  being  down,  I  have  the  placing  of  the  British  crown. — Shakespeare. 

A  noun  or  pronoun  used  independently  is  said  to  be  in  the 
Nominative  Case. 

Write  sentences,  using  the  following  as  absolute  phrases : 
1.  A  storm  having  arisen . 


2.  Our  time  being  occupied 


Write  sentences  illustrating  five  different  constructions  of  the  noun 
in  the  nominative  case;  six  different  constructions  of  the  noun  in  the 
objective  case;  two  different  constructions  of  the  noun  in  the  posses- 
sive case. 

17-a 


250  CALIFORNIA   SERIES. 

LESSON  233. 

Agreement  of  Pronouns. 

1.  We  have  already  learned  that  pronouns  must  agree  with  the 
nouns  for  which  they  stand  in  number  and  gender;  as, 

1.  Simonides  said  that  he  never  repented  that  he  held  his  tongue,  but 
often  that  he  had  spoken. — Plutarch. 

2.  The  women  are  watching  and  wringing  their  hands. — Kingsley. 

2.  Singular  nouns  connected  by  and  require  a  plural  pronoun 
when  they  denote  different  persons  or  things,  and  a  singular  pro- 
noun when  they  denote  the  same  person  or  thing;  as, 

1.  Saul  and  Jonathan  were  lovely  and  pleasant  in  their  lives,  and  in  their 
death  they  were  not  divided. — Bible. 

2.  Your  lord  and  master  did  well  to  make  his  recantation. — Shakespeare. 

3.  Singular  nouns  connected  by  and^  when  they  are  modified  by 
each^  every  J  or  no,  require  a  singular  pronoun;  as, 

Every  limb  and  every  feature  appears  with  its  respective  grace. 

4.  Singular  nouns  joined  by  or  or  nor  require  a  singular  pro- 
noun; as, 

Neither  wealth  nor  honor  secures  the  happiness  of  its  votaries. 

Singular  nouns  of  different  genders,  when  connected  by  or  or  nor,  cannot 
be  represented  by  one  pronoun,  as  no  pronoun  applies  to  both  of  them.  We 
may  say,  If  any  boy  or  girl  shall  neglect  to  pay  his  or  her  dues,  he  or  she 
shall  be  expelled. 

It  is  better,  however,  to  recast  the  sentence ;  thus,  Any  boy  neglecting  to 
pay  his  dues,  or  any  girl  neglecting  to  pay  hers,  shall  be  expelled. 

5.  With  a  collective  noun  conveying  the  idea  of  plurality  the 
pronoun  should  be  plural,  but  with  a  collective  noun  conveying 
the  idea  of  unity  the  pronoun  should  be  singular;  as,' 

1.  The  House  of  Representatives  shall  choose  their  Speaker  and  other 
officers. — Constitution  of  the  United  States. 

2.  Each  house  may  determine  the  rules  of  its  proceedings,  punish  its 
members,  etc. — Constitution  of  the  United  States. 


REVISED  ENGLISH  GRAMMAR.  251 

It  is  sometimes  used  indefinitely  as  the  subject  or  object  of  a 
verb ;  as, 

1.  ^^ It  snows!"  cries  the  schoolboy. — Hale. 

2.  Come  and  trip  it  as  you  go. — Milton. 

It  often  stands  as  the  subject  of  a  verb  instead  of  the  phrase  or 
clause  which  is  the  real  subject,  and  which  is  then  put  after  the 
verb;  as, 

1.  It  wins  my  admiration  to  view  the  structure  of  that  little  work, 

A  bird's  nest. — Ilurdis. 

2.  It  ever  is  weak  falsehood's  destiny, 

That  her  thick  mask  turns  crystal  to  let  through 
The  unsuspicious  eyes  of  honesty. — Lowell. 

The  relative  pronoun  introducing  a  clause  in  this  construction  is  often 
omitted ;,  as, 

It  is  not  strength,  but  art  [that]  obtains  the  prize. — Pope. 


LESSON  234. 


Select  the  nouns  and  pronouns  in  the  following  sentences^  and 
give  their  constructions : 

1.  My  story  being  done. 

She  gave  me  for  my  pains  a  world  of  sighs. — Shakespeare. 

2.  Near  him  was  seated  John  Alden,  his  friend,  and  household  com- 
panion.— Longfellow. 

3.  He  being  dead,  with  him  is  beauty  slain. — Shakespeare. 

4.  Cowards  die  many  times  before  their  deaths. — Shakespeare. 

5.  Charge,  Chester,  charge!  On,  Stanley,  on! 
Were  the  last  words  of  Marmion. — Scott. 

6.  His  landlady,  Mrs.  Bardell,  the  relict  and  sole  executrix  of  a  deceased 
custom-house  officer,  was  a  comely  woman. — Dickens. 

7.  Give  every  man  thy  ear,  but  few  thy  voice. — Shakespeare. 

8.  Straightway,  Virginius  led  the  maid  a  little  space  aside. — Macaulay. 

9.  We  have  met  the  enemy,  and  they  are  ours. — Lawrence. 

10.  They  have  builded  him  an  altar  in  the  evening  dews  and  damps. — Howe. 

11.  Give  me  liberty,  or  give  me  death! — Patrick  Henry. 

12.  I  thrice  presented  him  a  kingly  crown. — Shakespeare. 

13.  To  be  seventy  years  young  is  sometimes  far  more  cheerful  and  hoj^e- 
ful  than  to  be  forty  years  old. — Holmes. 


252  CALIFORNIA   SERIES. 

14.  Bring  forth  the  royal  diadem 

And  crown  Him  Lord  of  all. — Perron et. 

15.  Nor  would  I  forget  the  countenance  of  our  royal  founder,  that  godly 
and  royal  child,  Edward  the  Sixth,  the  flower  of  the  Tudor  name. — Lamb. 

16.  We  '11  create  young  Arthur,  Duke  of  Bretagne,  and  Earl  of  Rich- 
mond.—^/iaA;esj9eare. 

17.  The  bird  of  dawning  singeth  all  night  long. — Shakespeare. 

18.  Soldiers !  from  yonder  pyramids  forty  centuries  look  down  upon  you. 

—  Napoleon. 


LESSON   235. 


Questions. — Give  sentences  to  illustrate  the  agreement  of  pronouns  with 
the  nouns  for  which  they  stand  in  number ;  in  gender. 

Give  sentences  to  illustrate  a  construction  in  which  connected  nouns  in 
the  singular  number  require  a  plural  pronoun ;  three  constructions  in  which 
connected  nouns  require  a  singular  pronoun.  Why  may  not  connected  pro- 
nouns of  different  gender  be  represented  by  one  pronoun?  How  may  we 
avoid  awkwardness  with  this  construction?  When  may  a  collective  noun 
take  a  singular  pronoun ;  a  plural  pronoun  ?  Give  a  sentence  in  which  the 
pronoun  it  takes  the  place  of  a  phrase  or  clause  as  subject  of  a  verb. 

Explain  the  use  of  the  italicized  case -form  in  the  following  constructions: 

1.  If  J  were  he  I  should  go.  3.    We  decided  it  to  be  him. 

2.  Do  you  know  who  I  am?  4.   We  concluded  it  to  be  her. 

5.  /  am  she  whom  you  expect. 


LESSON  236. 
CONSTRUCTIONS  OF  ADJECTIVES  AND  ADVERBS. 

1.  An  adjective  may  be  used  before  a  noun  or  pronoun  that  it 
modifies;  as, 

From  Helicon's  harmonious  springs 

A  thousand  rills  their  mazy  progress  take. — Gray. 

2.  An  adjective  may  be  used  after  a  noun  or  pronoun  that  it 
modifies;  as, 

We  talked  with  open  heart,  and  tongue  affectionate  and  true. 

—  Wordsworth. 


REVISED  ENGLISH  GRAMMAR.  253 

8.  An  adjective  may  be  used  in  the  predicate  to  complete  the 
assertion  and  modify  the  subject;  as, 

Rich  and  rare  were  the  gems  she  wore. — Moore. 

4.  An  adjective  may  be  used  in  the  predicate  to  help  complete 
the  assertion  and  modify  the  object;  as, 

I  thank  your  grace,  the  gift  hath  made  me  happy. — Shakespeare. 


Adverbs. 

1.  An  adverb  may  be  used  to  modify  a  verb;  as, 

Slow  are  the  steps  of  Freedom,  but  her  feet  turn  never  backward. — Lowell. 

2.  An  adverb  may  be  used  to  modify  an  adjective;  as, 

But  thou,  O  Hope,  with  eyes  so  fair, 
What  was  thy  delightful  measure ! — Collins. 

3.  An  adverb  may  be  used  to  modify  another  adverb;  as. 

At  length  I  saw  a  lady  within  call, 
A  daughter  of  the  gods,  divinely  tall 
And  most  divinely  fair. — Tennyson. 

4.  An  adverb  may  be  used  to  modify  a  participle  or  an  infini- 
tive; as, 

1.  The  white  dew  on  the  new-bladed  grass,  just  piercing  the  dark  earth, 
hung  silently.— Shelley. 

2.  So  this  Shape  might  seem  partly  to  tread  the  waves  with  feet  which 
kissed  the  dancing  foam ;  partly  to  glide  along  the  air. — Shelley. 

5.  An  adverb  may  be  used  to  modify  a  phrase;  as, 
He  is  far  above  us  all  in  his  conceit. — Shelley. 

6.  An  adverb  may  be  used  to  modify  a  complete  assertion;  as, 
Verily  I  say  unto  you,  that  one  of  you  shall  betray  me. — Bible. 

7.  An  adverb  may  be  used  to  complete  the  predication  made 
by  a  verb;  as. 

There  is  no  flock,  however  watched  and  tended, 
But  one  dead  lamb  is  there! — Longfellow. 


254  CALIFORNIA   SERIES. 

LESSON  237. 

Explain  the  constructions  of  the  adjectives  and  adverbs  in  the 
following  sentences : 

1.  The  flower  first  budded,  soonest  feels  the  ho^t.—Simms, 

2.  Her  eyes  were  fair,  and  very  fair, 

Her  beauty  made  me  glad. —  Wordsworth. 

3.  He  rushed  into  the  field,  and  foremost  fighting  fell. — Byron. 

4.  Even  silent  night  proclaims  my  soul  immortal. — Young. 

5.  0  never  star  was  lost  here  but  it  rose  afar ! — Browning. 

6.  Ayr,  gurgling,  kissed  his  pebbled  shore 

O'erhung  with  wildwoods,  thickening,  green. — Bwms. 

7.  The  rapids  are  near  and  the  daylight 's  past. — Moore. 

8.  The  best  of  verities,  perhaps,  but  seem.—/.  Vance  Cheney. 

9.  How  sweet  it  were,  hearing  the  downward  stream, 
With  half- shut  eyes  ever  to  seem 

FaUing  asleep,  in  a  half  dream. — Tennyson. 

10.  Mixing  its  small  beginnings  with  the  dregs 
Of  the  pale  moonshine,  and  a  few  faint  stars, 

The  cold,  uncomfortable  daylight  dawned. — Henry  Taylor. 

11.  Though  inland  far  we  be, 

Our  souls  have  sight  of  that  immortal  sea 
Which  brought  us  hither. — Wordsworth. 

12.  The  point  of  one  white  star  is  quivering  still, 
Deep  in  the  orange  light  of  widening  morn, 
Beyond  the  purple  mountains. — Shelley. 


LESSON    238. 

CONSTRUCTIONS  OF  VERBS  AND  VERB -PHRASES. 

1.  A  verb  may  be  used  in  the  indicative  mode  to  state  a  fact  or 
ask  a  question;  as, 

1.  History  is  philosophy  teaching  by  examples. — Bolingbroke. 

2.  Seest  thou  a  man  diligent  in  his  business?     He  shall  stand  before 
kings. — Bible. 

2.  A  verb  may  be  used  in  the  imperative  mode  to  express  a 
command  or  an  entreaty;  as, 

Teach  me  to  feel  another's  woe. — Pope. 


REVISED  ENGLISH  GRAMMAR.  255 

3.  A  verb  may  be  used  in  the  subjunctive  mode  to  express 
something  doubtful  or  conditional;  as, 

If  a  man  take  no  thought  about  what  is  distant,  he  will  find  sorrow  near 
at  hand. — Confucius. 

The  verb -phrases  are: 

1.  Future  tense  verb  -  phrases,  used  to  express  future  time;  as, 

The  tender  grace  of  a  day  that  is  dead  will  never  come  back  again. 

—  Tennyson. 

2.  Perfect  verb  -  phrases,  used  to  express  action  or  condition  as 
completed  or  perfected  at  a  given  time;  as, 

I  have  heard  the  mavis  singing  its  love  -  song  to  the  morn. — Jeffreys. 

3.  Potential  verb  -  phrases,  used  to  express  power,  possibility, 
permission,  necessity,  duty,  determination  ;  as, 

Men  must  be  taught  as  if  you  taught  them  not. — Pope. 

4.  Emphatic  verb  -  phrases,  used  in  making  emphatic  state- 
ments and  in  asking  questions;  as, 

I  do  believe,  and  yet,  in  grief  I  pray  for  help  to  unbelief. —  Whittier. 

5.  Progressive  verb  -  phrases,  used  to  express  an  action  or  con- 
dition as  continuing  or  progressing;  as. 

Others  murmured  that  their  May  was  passing. — Tennyson. 

6.  Passive  verb  -  phrases,  used  to  make  an  assertion  when  the 
subject  names  the  receiver  of  the  action;  as. 

On  Fame's  eternal  camping  -  ground  their  silent  tents  are  spread. — O'Hara. 


LESSON    239. 

Agreement  of  Verbs. 

1.  Verbs  must  agree  with  their  subjects  in  number  and  per- 
n;  as, 

1.  I  am  as  free  as  Nature  first  made  man. — Dryden. 

2.  As  we  are  now,  so  you  must  be. — Henshaw. 


256  CALIFORNIA   SERIES. 

2.  Singular  subjects  connected  by  and  require  a  plural  verb 
when  they  denote  different  things,  and  a  singular  verb  when  they 
denote  the  same  thing;  as, 

1.  The  Arve  and  Arveiron  at  thy  base  rave  ceaselessly. — Coleridge. 

2.  My  lord  and  master  loves  you. — Shakespeare. 

3.  Singular  subjects  connected  by  and  when  they  are  modified 
by  eachy  every,  or  no  require  a  singular  verb;  as, 

Every  limb  and  every  feature  appears  with  its  respective  grace. 

4.  Singular  subjects  joined  by  or  or  nor  require  a  singular 
verb;  as. 

Neither  wealth  nor  honor  secures  the  happiness  of  its  votaries. 

If  one  of  the  subjects  be  in  the  plural  it  must  be  placed  next  the  verb, 
which  must  also  be  in  the  plural ;  as, 

Neither  the  queen  nor  her  maids  were  happy. 

5.  When  the  subject  is  a  collective  noun  corrveying  the  idea 
of  plurality  the  verb  should  be  plural,  but  when  it  is  a  collective 
noun  conveying  the  idea  of  unity  the  verb  should  be  singular; 
as, 

1.  When  they  are  all  agreed  the  jury  return  to  the  bar. — Blackstone. 

2.  The  jury  was  to  come  from  the  neighborhood  of  the  place  where  the 
cause  of  action  was  laid. — Blackstone. 

Be  careful  not  to  omit  the  principal  verb  when  the  auxiliaries  require 
different  forms  of  the  verb ;  as, 

This  opinion  never  has  prevailed  and  never  can  prevail — instead  of,  This 
opinion  never  has  and  never  can  prevail. 

When  a  verb  whose  subject  is  singular  follows  closely  a  plural  noun  in  a 
modifier,  be  careful  not  to  be  misled  into  using  a  plural  verb ;  say — 

The  father  with  all  the  children  was  here — not,  The  father  with  all  the 
children  were  here. 

Questions. — Give  sentences  to  illustrate  (a)  a  construction  in  which  con- 
nected subjects  require  a  plural  verb,  {b)  three  constructions  in  which  the 
subjects  require  a  singular  verb.  When  may  a  collective  noun  take  a  singu- 
lar verb,  and  when  a  plural  ver^?  Compare  this  Lesson  with  Lesson  233, 
and  tell  wherein  the  laws  of  agreement  in  pronouns  and  in  verbs  are  similar. 


REVISED  ENGLISH  GRAMMAR.  257 

LESSON  240. 

CONSTRUCTIONS  OF  INFINITIVES. 

The  two  infinitives  with  or  without  complements  have  the 
following  constructions : 

1.  Subject  of  a  verb;  as, 

1.  To  train  the  mind  shall  be  the  first  object,  and  to  stock  it  the  second. 

— Gladstone. 

2.  Climbing  a  tree  was  of  no  use  with  so  good  a  climber  in  the  rear. 

—  Warner. 

2.  Complement  of  a  verb : 

(a)  Predicate  Nominative,  completing  the  assertion  made  by 
an  intransitive  verb,  and  describing  the  subject ;  as, 

1.  To  bear  is  to  conquer  our  fate.— Campbell. 

2.  A  sorrow's  crown  of  sorrows  is  remembering  happier  things. — Tennyson. 

(h)  Object,  completing  the  assertion  made  by  a  transitive 
verb;  as, 

1.  Every  man  desires  to  live  long,  but  no  one  would  be  old. — Swift. 

2.  At  about  the  same  moment  the  bear  saw  me,  stopped  eating  berries, 
and  regarded  me  with  a  glad  surprise. —  Warner. 

3.  Object  of  a  preposition;  as, 

1.  O  Csesar,  we  who  are  about  to  die  salute  you. — Longfellow. 

2.  The  atrocious  crime  of  being  a  young  man  I  shall  neither  attempt  to 
palliate  nor  deny. — Pitt. 

f 
The  root  -  infinitive  is  now  used  only  with  about,  but,  save,  except  (formerly, 

also,  after  for),  but  the  infinitive  in  ing  is  very  commonly  used  after  all 

prepositions. 

The  root -infinitive  has  the  following  uses  peculiar  to  itself,  in 
which  the  infinitive  in  ing  does  not  share.     It  may  be  — 

1.  The  real  subject  of  a  sentence,  the  pronoun  it  being  used  as 
the  grammatical  subject;  as, 

O  that  it  were  my  chief  delight  to  do  the  things  I  ought! — Taylor. 
18-G 


258  CALIFORNIA   SERIES. 

2.  Adjective  modifier;  as, 

Hast  thou  a  charm  to  stay  the  morning  starf — Coleridge. 

This  construction  may  occur  in  the  predicate  also;  as,  So  heinous  an 
offense  is  not  to  be  pardoned,  (pardonable. ) 

3.  Adverb  modifier  to  point  out  intent,  purpose,  object,  con- 
sequence; as, 

1.  Truth  from  his  lips  prevailed  with  douVjle  sway, 

And  fools  who  came  to  scoff  remained  to  pray. — Goldsmith. 

2.  And  there 's  never  a  leaf  nor  a  blade  too  mean 
To  be  some  happy  creature's  palace. — Lowell. 

4.  Joined  with  a  noun  or  pronoun,  with  or  without  the  to 
expressed,  used  as  the  object  of  a  transitive  verb: 

(a)  The  direct  object  of  the  verb,  the  noun  or  pronoun  being 
the  indirect  object;  as, 

The  queen  bade  them  pursue  their  way. — Shelley. 

(6)  The  object  of"  the  transitive  verb  seeming  to  be  the  subject 
of  the  infinitive,  the  object  and  the  infinitive  together  having  the 
value  of  a  noun  clause;  as,  • 

The  king  commanded  Vashti  to  be  brought  before  him. — Bible. 

(That  is,  the  king  commanded  that  Vashti  should  be  brought  before  him.) 

If,  in  constructions  like  the  foregoing,  the  infinitive  of  he  is 
followed  by  a  pronoun,  the  pronoun  is  in  the  objective  case  to 
agree  with  the  word  to  which  it  relates;  as. 

We  knew  it  to  be  her;  that  is.  We  knew  that  it  was  she. 

The  active  verbs  bid,  dare,  feel,  hear,  let,  make,  need,  see,  usually 
take  the  infinitive  after  them  without  to ;  as. 

Thy  Hector,  wrapped  in  everlasting  sleep. 

Shall  neither  hear  thee  sigh  nor  see  thee  weep. — Homer. 

The  infinitive  without  to  is  also  frequently  used  after  the  verbs 
please,  have,  help,  and  the  idiomatic  expressions  had  rather,  had 
better,  and  had  as  lief. 


BE  VISED  ENGLISH  GRAMMAR.  259 

The  infinitive  without  to  is  used  after  do,  may,  can,  must,  willy 
and  shall,  in  making  verb -phrases.     (With  ought  the  to  is  used.) 


LESSON  241. 
CONSTRUCTIONS  OF  PARTICIPLES. 
A  participle  or  a  participle  and  its  complement  may  be  used — 

1.  As  an  Adjective  Modifier;  as, 

Matched  with  an  aged  wife,  I  mete  and  dole  unequal  laws  unto  a  savage 
race. — Tennyson.  \ 

2.  As  a  Predicate  Adjective ;  as, 
Phoebe  stood  wringing  her  hands. — Irving. 

With  verbs  of  condition  and  motion  the  participle  seems  often  to  modify 
both  the  subject  and  the  verb ;  as, 

The  merry  brown  hares  came  leaping 

Over  the  crest  of  the  hill, 
Where  the  clover  and  corn  lay  sleeping 

Under  the  moonlight  still. — Kingsley. 

3.  Absolutely;  as, 

He  bei7ig  dead,  with  him  is  beauty  slain. — Shakespeare. 


LESSON   242. 


Questions. — Illustrate  the  root -infinitive,  and  the  infinitive  in  ing,  (a)  as 
subject  of  a  verb,  (6)  as  predicate  nominative,  (c)  as  object  of  a  verb,  (d)  as 
object  of  a  preposition. 

Illustrate  the  root-infinitive  (a)  as  real  subject  of  a  sentence,  it  being  the 
grammatical  subject,  (6)  as  adjective  modifier,  (c)  as  adverb  modifier,  {d)  joined 
with  a  noun  or  pronoun  used  as  the  object  of  a  transitive  verb. 

What  verbs  generally  take  the  infinitive  after  them  without  to  f  What 
verbs  take  the  infinitive  without  to  after  them  in  making  verb -phrases? 

Illustrate  the  participle  (a)  in  two  adjective  constructions,  (6)  used  abso- 
lutely. 

When  does  the  participle  seem  to  modify  both  the  subject  and  the  verb  ? 


260  CALIFORNIA   SERIES. 

LESSON  243. 

In  the  following,  select  the  verbs  and  give  their  modes,  tenses,  and 
agreement;  also,  the  v&rb- phrases,  and  classify  them;  the  infinitives 
and  participles,  and  tell  how  they  are 


1.  O,  thus  I  found  her  straying  in  the  park.— Shakespeare. 

2.  To  be  silent  is  the  safest  course  for  the  man  who  distrusts  his  own 
powers. — La  Rochefoucauld. 

3.  I  love  to  lose  myself  in  other  men's  minds. — Lamb. 

4.  The  waters  wild  went  o'er  his  child 

And  he  was  left  lamenting. — Campbell. 

5.  Suffer  not  yourselves  to  be  betrayed  with  a  kiss. — Patrick  Henry. 

6.  To  be  prepared  for  war  is  one  of  the  most  effectual  ways  of  preserving 
peace. — Washington. 

7.  He  [Hampden]  had  a  head  to  control,  a  tongue  to  persuade,  and  a  hand 
to  execute  any  mischief. — Clarendon. 

8.  And  when  the  seven  thunders  had  uttered  their  voices,  I  was  about  to 
write. — Bible. 

9.  The  poet's  business  was  to  throw  into  beautiful  shapes  the  current 
opinions,  traditions,  and  beliefs. — Froude. 

10.  He  had  learned  to  speak  the  truth,  to  ride,  to  shoot,  to  do  with  little 
sleep  and  less  food. — Motley. 

11.  Error  of  opinion  may  be  tolerated  where  reason  is  left  free  to  control 
it. — Jefferson. 

12.  A  man  li\ang  amid  the  advantages  and  activities  of  the  nineteenth 
century  is  a  condensed  Methuselah. — Chapin. 

13.  My  being  here  it  is  that  holds  thee  hence. — Shakespeare. 

14.  The  chin  was,  modestly  speaking,  as  long  as  my  whole  face. — Addison. 

15.  'T  was  delight  to  see  far  off  the  sunbeams  chase  the  shadows. — Shelley. 

16.  Ah !  then  and  there  was  hurrying  to  and  fro. — Byron. 

17.  True  knowledge  consists  in  knowing  things,  not  words. — Montague. 

18.  It  would  be  superfluous  in  me  to  point  out  to  your  lordship  that  this  is 
war. — Adams. 

19.  Artaxerxes  could  not  refuse  pardoning  him. — Goldsmith. 

20.  We  cannot  help  knowing 

That  skies  are  clear  and  grass  is  growing. — Lowell. 

21.  Entreat  me  not  to  leave  thee,   or  to  return  from    following    after 
thee. — Bible. 

22.  And,  to  be  brief,  my  practice  so  prevailed  that  I  returned  with  similar 
proof. — Shakespeare. 


REVISED  ENGLISH  GRAMMAR.  261 

23.  The  greatest  pleasure  I  know  is  to  do  a  good  action  by  stealth  and  have 
it  found  out  by  accident. — Lamb. 

24.  He  went  through  life  bearing  a  load  of  the  people's  sorrows  upon  his 
shoulders. — Motley. 

25.  And  with  the  silence  of  her  eloquent  smile 

Bade  us  embark  in  her  divine  canoe. — Shelley. 

26.  I  dare  do  all  that  may  become  a  man ; 

Who  dares  do  more  is  none. — Shakespeare. 

27.  I  count  life  just  a  stuff  to  try  the  soul's  strength  on. — Browning. 


LESSON  244. 
CONSTRUCTIONS  OF  CONNECTIVES. 

Conjunctions. 
.    A  coordinating  conjunction  may  be  used  to  connect — 

1.  Coordinate  Clauses ;  that  is,  clauses  neither  of  which  is 
dependent  on  the  other;  as, 

I  pass  through  the  pores  of  the  ocean  and  shores ; 
I  change,  hut  I  cannot  die. — Shelley. 

2.  Words  or  Phrases  having  the  same  construction ;  as, 

1 .  Then  up  a  steep  and  dark  and  narrow  stair 

We  wound,  until  the  torch's  fiery  tongue 
Beamless  and  pallid  hung. — Shelley. 

2.  The  spirit  of  the  beasts  was  kindled  there. 

And  of  the  birds,  and  of  the  watery  forms. — Shelley. 

A  subordinating  conjunction  may  be  used  to  connect  a  modi- 
fying clause  with  the  word  it  modifies,  or  to  introduce  a  noun 
clause;  as, 

1 .  I  remember  now 

How  once  a  slave  in  tortures  doomed  to  die 

Was  saved  because  in  accents  sweet  and  low 

He  sang  a  song  his  judge  loved  long  ago. — Shelley. 

2.  I  do  not  ask,  0  Lord,  that  life  may  be 

A  pleasant  road; 
I  do  not  ask  that  thou  wouldst  take  from  me 
Aught  of  its  load. — Proctor. 


262  CALIFORNIA   SERIES. 

Relative  Pronouns. 

1.  A  relative  pronoun  may  be  used  to  connect  an  adjective 

clause  with  the  word  that  the  clause  modifies;  as, 

At  night  a  sea-bird  shrieked  the  knell 
Of  him  who  thus  for  freedom  fell. — Moore. 

2.  The  relative  pronoun  may  introduce  a  clause  used  as  a 
noun;  as, 

Forgive  them  ;  for  they  know  not  what  they  do. — Bible. 
In  the  construction,  He  gave  what  time  he  could  spare  to  the  cause,  ivhat 
is  a  relative  adjective. 

3.  The  compound  relative  pronouns  are  used  to  introduce  noun 
clauses;  as, 

1.  Whosoever  doeth  not  righteousness  is  not  of  God, — Bible. 

2.  He  that  receiveth  whomsoever  I  send  receiveth  Me. — Bible. 

A  relative  pronoun  agrees  with  its  antecedent  in  person  and 
number,  this  agreement  being  shown  by  the  inflection  of  the 
verb;  as, 

1.  J,  who  am  the  least  worthy,  should  not  receive  the  prize. 

2.  Raphael  painted  the  Sistine  Madonna  that  is  in  the  Dresden  Gallery. 

3.  Michael  Angelo  painted  the  frescoes  that  are  in  the  Sistine  Chapel. 

The  case  of  a  relative  pronoun  is  determined  by  its  use  in  the 
clause  which  it  introduces;  as, 

1.  Here  lies  one  whose  name  was  writ  in  water. — Keats. 

2.  I  would  not  enter  on  my  list  of  friends  the  man  who  needlessly  sets 
foot  upon  a  worm. — Cowper. 

3.  And  the  Lord  God  planted  a  garden  eastward  in  Eden;  and  there  lie 
put  the  man  whom  he  had  formed. — Bible. 


Conjunctive  Adverbs. 
A  conjunctive  adverb  may  be  used  — 

1.  To   connect  a   modifying  clause   with   the  word  which  it 
modifies;  as, 

1.  I  know  a  bank  where  the  wild  thyme  blows. — Shakespeare. 

2.  O,  what  a  tangled  web  we  weave, 
When  first  we  practice  to  deceive ! — Scott. 


REVISED  ENGLISH  GRAMMAR.  263 

2.  To  introduce  a  noun  clause;  as, 

Knowledge  is  of  two  kinds :  we  know  a  subject  ourselves,  or  w^e  know^ 
where  we  can  find  information  upon  it. — Dr.  Johnson.. 


Prepositions. 


Prepositions  may  be  used  to  connect  a  noun  or  pronoun,  or 
some  expression  employed  in  a  substantive  sense,  with  some  other 
word  by  showing  relation;  as, 

The  blessed  damozel  leaned  out 

From  the  gold  bar  of  heaven. — Rossetti. 

The  noun  or  pronoun  so  connected  is  the  object  of  the  preposition. 

The  object  of  a  preposition  may  also  be  : 
(a)  An  adverb;  as,  A  sudden  light  shot  from  above. 
(6)  An  adverb  phrase;  as,  A  wan  face  looked  from  behind  the  bars, 
ic)  An  infinitive;  as.  Burroughs  delights  in  studying  nature, 
(d)  A  clause ;  as.  The  characteristic  charm  of  Hawthorne's  writing  con- 
sists of  ivhat  may  be  called  the  portraiture  of  the  human  soul. 


LESSON  245. 


Classify  the  following  sentences  as  complex  or  compound,  or  both. 
Explain  the  connective  of  each.  Find  clauses  used  in  Jive  different 
constructions: 

1.  Of  all  sad  words  of  tongue  or  pen. 

The  saddest  are  these:  ''It  might  have  been.''— Whifiier. 

2.  Hearts  that  once  beat  high  for  praise, 
Now  feel  that  pulse  no  more. — Moore. 

3.  And  as  they  rode  along,  the  throstle  gave  them  song. — Aldrich. 

4.  They  also  serve  who  only  stand  and  wait. — Milton. 

5.  Goethe  in  Weimar  sleeps,  and  Greece 

Long  since  saw  Byron's  struggle  cease. — Matthew  Arnoldi. 

6.  Whatever  withdraws  us  from  the  power  of  our  senses,  whatever  makes 
the  past,  the  distant,  or  the  future  predominate  over  the  present,  advances 
us  in  the  dignity  of  thinking  beings. — Dr.  Johnson. 

7.  Archly  the  maiden  smiled,  and,  with  eyes  overrunning  with  laughter, 
Said,  in  a  tremulous  voice,  *'  Why  don't  you  speak  for  yourself,  John?" 

—  Longfellow. 


264  CALIFORNIA   SERIES. 

PEINOIPLES  OF  EXPEESSIOT^^. 


LESSON    246. 

THE  STRUCTURE  OF  SENTENCES. 

Loose,  Periodic,  and  Balanced  Sentences. 

Grammatically  considered,  sentences  may  be  simple.,  compound., 
or  complex^  but  there  is  another  classification,  which  we  shall 
now  proceed  to  study. 

1.  A  Loose  Sentence  is  a  sentence  of  some  length  and  complex- 
ity, having  before  its  close  one  or  more  places  which  could  be 
marked  by  a  period,  making  complete  sense;  as, 

The  Puritans  looked  down  with  contempt  on  the  rich  and  the  eloquent,  | 
on  nobles  and  priests.     (The  sentence  could  close  with  the  word  eloquent^  and 
make  complete  sense.) 

2.  A  Periodic  Sentence  is  one  consisting  of  several  parts,  between 
which  the  main  thought  pauses,  remaining  incomplete  until  the 
end  of  the  sentence  is  reached;  as. 

On  the  rich  and  the  eloquent,  on  nobles  and  priests,  the  Puritans  looked 
down  with  contempt, 

A  periodic  sentence,  with  the  parts  arranged  in  the  order  of  their  strength 
and  importance,  gives  what  is  known  as  the  Climax ;  as, 

Washington  was  first  in  war,  first  in  peace,  first  in  the  hearts  of  liis 
countrymen. 

3.  A  Balanced  Sentence  is  one  composed  of  members  similar  in 
form,  but  often  contrasted  in  meaning;  as, 

' '  I  can  not  do  it "  never  accomplished  anything ;  ''  I  will  try  "  has  wrought 
wonders. 

The  loose  sentence  is  the  most  common  and  natural  construction,  but  as  it 
may  be  added  to  indefinitely  it  is  apt  to  be  used  carelessly. 

The  periodic  sentence,  requiring  to  be  thought  out  before  it  is  formulated, 
is  more  apt  to  be  clear  and  concise.     In  the  periodic  sentence  the  atten- 


REVISED  ENGLISH  GRAMMAR.  266 

tion  is  necessarily  held  to  the  end,  and  thus  it  is  often  the  most  forcible 
construction. 

Skillful  writers  are  careful  to  alternate  loose,  periodic,  and  balanced 
sentences  to  give  an  agreeable  variety  to  their  language. 

T'ell  whether  the  following  sentences  are  loose,  periodic,  or  balanced. 
Describe  the  example  of  climax  in  the  third  paragraph  : 

1.  If  men  would  permit  their  minds  to  associate  freely  together;  if  they 
could  agree  to  meet  one  another  with  smiles  and  frankness  instead  of  sus- 
picion and  defiance,  the  common  stock  of  happiness  and  wisdom  would  be 
centupled. — Landor. 

2.  I  impeach  Warren  Hastings  of  high  crimes  and  misdemeanors.  I  im- 
peach him  in  the  name  of  the  Commons'  House  of  Parliament,  whose  trust 
he  has  betrayed.  I  impeach  him  in  the  name  of  the  English  nation,  whose 
ancient  honor  he  has  sullied.  I  impeach  him  in  the  name  of  the  people  of 
India,  whose  rights  he  has  trodden  under  foot  and  whose  country'  he  has 
turned  into  a  desert.  Lastly,  in  the  name  of  human  nature  itself,  in  the 
name  of  both  sexes,  in  the  name  of  every  age,  in  the  name  of  every  rank,  I 
impeach  the  common  enemy  and  oppressor  of  all. — Burke. 

3.  When  no  man  lives  who  remembers  the  form  of  manly  beauty  and 
manly  strength,  and  the  tones  of  the  mellow  and  far -sounding  voice  which 
arraigned  the  giant  crime  of  all  ages,  or  set  forth  for  the  imitation  of  the 
youth  of  the  University,  in  exquisite  eulogy,  the  four  ideals  which  he  kept 
ever  before  his  own  gaze ;  when  no  survivor  is  left  of  the  fifteen  years  of 
strife,  and  labor,  and  anxiety,  and  danger,  and  victory,  w^hich  began  with 
the  passage  of  the  Fugitive  -  Slave  Law,  and  ended  with  the  surrender  at 
Appomattox  and  the  adoption  of  the  Thirteenth  Amendment ;  when  the 
eloquent  voices  of  eulogy  from  orator,  poet,  and  pulpit  are  a  tradition  and 
not  a  memory,  the  character  and  career  of  Charles  Sumner  will  still  be  effi- 
cient forces  in  history,  and  will  have  a  still  higher  place  than  now  in  the 
gratitude  of  mankind. — Hoar. 

4.  Arnold's  prose  is  luminous  like  a  steel  mirror,  Newman's  like  a  clear 
atmosphere  or  lake.     Arnold's  prose  style  is  crystal,  Newman's  liquid. 

— Hatton. 

LESSON  247. 

Develop  these  simple  thoughts  into  (a)  periodic,  (b)  loose  sen- 
tences of  two  or  three  members : 

Murder  will  out.  Gold  cannot  buy  happiness. 

Age  brings  wisdom.  History  repeats  itself. 


266  CALIFORNIA   SERIES. 

LESSON  248. 
THE  QUALITIES  OF  STYLE  IN  COMPOSITION. 

Style  is  the  manner  in  which  thought  is  expressed  in  lan- 
guage. 

Style  is  but  the  order  and  movement  that  we  put  into  our  thoughts.  If  we 
build  them  closely,  compactly,  the  style  becomes  firm,  nervous,  concise.  If 
they  are  left  to  follow  each  other  negligently,  the  style  will  be  diffuse,  slip- 
shod, and  insipid. — Buffon. 

Style  is  a  peculiar  recasting  and  heightening,  under  a  certain  condition  of 
spiritual  excitement,  of  what  a  man  has  to  say,  in  such  a  manner  as  to  add 
dignity  and  distinction  to  it. — Arnold. 

One  of  the  objects  of  the  study  of  language  is  to  acquire  an  easy  and 
graceful  style.  We  may  increase  our  power  and  beauty  of  expression  by 
thinking  clearly,  by  reading  fine  authors,  by  practicing  frequently  in  reading 
and  speaking  after  good  authors. — Franklin. 

The  necessary  qualities  of  a  good  style,  the  principles  observed 
by  all  correct  writers,  may  be  considered  under  four  heads: 
Clearness,  Unity,  Strength,  and  Harmony. 

I.  Clearness. — The  chief  requisite  of  clearness  is  that  each 
sentence  of  a  discourse  shall  be  so  constructed  as  to  carry  at 
once  its  exact  meaning  to  the  mind  of  the  hearer  or  reader. 

Not  only  should  one  use  language  that  may  be  understood,  he 
should  use  language  that  cannot  be  m^sunder stood. 

Any  sentence  that  fails  to  convey  its  meaning  swiftly  and  fully 
is  not  a  good  sentence,  even  though  it  violate  no  law  of  syntax. 

To  insure  clearness  — 

1.  Understand  your  subject  thoroughly.  Use  no  word  whose 
direct  force  and  meaning  you  do  not  comprehend.  Be  sure  that 
your  grammatical  relations  are  correct. 

2.  Place  modifiers — whether  words,  phrases,  or  clauses — as 
near  as  possible  to  the  words  they  modify. 

Note  that — 

(a)  The  position  of  an  adverb  often  changes  the  meaning  of  a  sentence ;  as, 


REVISED  ENGLISH  GRAMMAR.  267 

1.  The  banker  lost  nearly  all  his  fortune. 

2.  The  banker  nearly  lost  all  his  fortune. 

(6)  The  incorrect  placing  of  a  phrase  often  makes  a  sentence  ambiguous; 
as, 

Ida  saw  a  stranger  yesterday  when  she  was  going  to  town  riding  a  bicycle. 
(Who  was  riding  a  bicycle?) 

(c)  Every  pronoun  should  be  so  placed  that  its  antecedent  can  not  be 
mistaken;  as, 

1.  The  melon  which  we  ate  was  in  an  Indian  basket,     (correct.) 

2.  The  melon  was  in  an  Indian  basket,  which  we  ate.     {incorrect.) 

id)  In  a  sentence  mentioning  two  or  more  persons,  each  pronoun  should 
indicate  clearly  the  noun  for  which  it  stands ;  as, 

Johnson  told  Goldsmith  that  his  landlady  demanded  the  rent.  (Was  it 
the  landlady  of  Johnson  or  of  Goldsmith  ?) 

Select  from  Washington  Irving^  Lord  Macaulay,  or  Nathaniel 
Hawthorne  sentences  containing  adverb,  participle^  and  clause 
modifiers  so  used  as  to  insure  clearness. 


LESSON  249. 


II.  Unity. — The  fundamental  principle  of  unity  is  that  every 
sentence,  paragraph,  or  discourse  shall  contain  a  central  thought, 
and  that  all  subordinate  parts  shall  be  so  related  as  to  make  a 
whole. 

To  secure  unity  — 

1.  In  the  course  of  one  sentence,  change  the  subject  as  seldom 
as  possible. 

Express  the  following  thought  in  two  sentences : 

After  we  arrived  at  tlie  city  they  took  me  to  the  college,  where  I  met  many 
of  the  professors,  who  were  very  kind  to  me. 

2.  Avoid  placing  in  one  sentence  statements  having  little 
connection  in  thought. 


268  CALIFORNIA   SERIES. 

Express  the  following  thought  in  two  sentences : 

Nathaniel  Hawthorne  is  the  most  charming  of  American  novelists ;  and 
his  father  was  one  of  the  judges  in  the  days  of  the  Salem  witchcraft. 

3.  Avoid  long  parenthetical  clauses,  or  a  series  of  modifying 
clauses  between  subject  and  predicate. 

Recast  the  following  as  two  or  three  sentences,  keeping  the  subordi- 
nate thoughts  in  subordinate  clauses : 

When  Orlando  (driven  from  home  by  the  cruelty  of  his  brother)  and 
Rosalind  (disguised  as  a  boy,  and  unknown  to  her  fond  lover)  meet  by  acci- 
dent, Orlando  admits  that  he  has  cut  the  name  of  Rosalind  in  the  bark  of 
the  trees,  and  that  he  is  the  author  of  the  verses  hanging  upon  the  boughs. 

4.  Keep  modifiers  of  the  same  construction  in  the  same  form. 

I  remained  a  long  time  to  observe  tlie  beauty  of  the  landscape  and  to  listen 
to  the  songs  of  the  birds ;  or, 

I  remained  a  long  time  observing  the  beauty  of  the  landscape  and  listening 
to  the  songs  of  the  birds,     (correct.) 

I  remained  a  long  time  observing  the  beauty  of  the  landscape  and  to  listen 
to  the  songs  of  the  birds,     (incorrect.) 

Select  from  Irving,  Hawthorne,  or  Holmes,  sentences  that  observe 
the  above  laws  of  unity. 


LESSON   250. 

III.     Strength. — Strength  is  that  quality  of  style  which  forces 
one's  meaning  upon  the  comprehension  and  attention  of  another. 

To  acquire  strength  — 

1.  Do  not  use  words  unnecessary  to  the  sense;  as, 

They  returned  back  again  to  the  same  city  froru  whence  they  came  forth. 
(The  italicized  words  should  be  omitted. ) 

2.  Do  not  repeat  a  thought  in  the  same,  or  in  different,  words ;  as, 

1.  Geometry  treats  of  lines.     Geometry  treats  of  surfaces.     Geometry  treats 
of  volumes.     (Geometry  treats  of  lines,  surfaces,  and  volumes.) 

2.  Washington  deserves  universal  love,  the  affection  of  all  mankind,  and 
the  esteem  of  humanity.     (Either  italicized  term  expresses  the  thought.) 


REVISED  ENGLISH  GRAMMAR.  269 

3.  Avoid  saying  a  thing  in  a  roundabout  way.     Say  — 

The  fire  spread. They  called  the  doctor. 

Rather  than — 

The  conflagration  extended  its  devastating  career. They  called  into 

requisition  the  services  of  the  family  physician. 

4.  Never  put  a  weaker  term  after  a  stronger.  Let  the  strongest 
statement  come  last;  as, 

He  then  drew  a  picture  of  the  sufferings  of  our  Saviour,  his  trial  before 
Pilate,  his  ascent  up  Calvary,  his  crucifixion,  and  his  death. 

5.  Seek  variety  of  expression.  Use  loose,  periodic,  and  balanced 
sentences;  figurative,  as  well  as  plain  language.  Use  both  the 
declarative  and  the  interrogative  forms;  the  natural  and  the 
inverted  order. 

Select  in  the  extract  from  Thackeray^  page  188,  of  the  New 
Fourth  Reader,  and  in  the  extract  from  Parker,  page  IJi-Ji.,  exempli- 
fications of  the  principles  of  stre7igth. 


LESSON  251. 

IV.  Harmony. — By  harmony  in  language  is  meant  a  pleasing 
presentation  of  words  and  sentences. 

Strength  and  harmony,  by  their  presence  or  absence,  mark  the 
chief  difference  between  language  that  is  interesting  and  language 
that  is  uninteresting.  The  more  marked  the  attributes  of  force 
and  grace  in  one's  writing  or  speaking,  the  more  nearly  the 
writer  approaches  genius. 

To  secure  harmony — 

1.  When  two  or  more  words  are  used  in  similar  constructions, 
place  the  shortest  first;  as, 

In  the  midst  of  her  triumphs,  Jeanne  still  remained  the  pure,  gentle,  self- 
sacrificing  peasant  girl  of  the  Vosges. 

2.  Avoid  a  succession  of  sounds  difficult  to  pronounce;  as, 
His  Excellency  had  a  troublesome  tendency  to  excessive  corpulency. 


270  CALIFORNIA   SERIES. 

3.  Suit  the  sound  to  the  sense.  Express  calm,  gentle  ideas  or 
emotions  by  smooth  and  gentle  language.  Express  harsh  feeling 
and  strong  action  by  harsh  and  forcible  diction;  as, 

1.  I  love  the  old  melodious  lays 

Which  softly  melt  the  ages  through, 
The  songs  of  Spencer's  golden  days, 
Arcadian  Sidney's  silvery  phrase. 

Sprinkling  our  noon  of  time  with  freshest  morning  dew. 

—  Whittier. 

2.  In  one  rude  crash  he  struck  the  lyre 

And  swept  with  hurried  hand  the  strings. — Collins. 

4.  Use  apt  figures  of  speech.    Avoid  mixed  metaphors .    Say — 

May  the  scourge  of  intemperance  be  stayed ;  or,  May  the  evil  of  intemper- 
ance be  eradicated ;  not,  May  the  scourge  of  intemperance  be  eradicated. 

Find  in  LoweWs  '^Vision  of  Sir  Launfal,^^  Longfellow^ s  '■^ Evan- 
(jeline,^^  Tennyson's  ^^ Idyls  of  the  King,^'  Whittier^s  ^^Snow-Bound^^^ 
or  any  other  'piece  of  good  literature^  examples  of  harmony. 


LESSON   252. 


Write^  in  words  appropriate  to  the  nature  of  the  subject,  descrip- 
tions of  the  following  : 

(a)  An  evening  scene  in  autumn. A  Sabbath  morning  in  the  coun- 
try.   A  lonely  walk  through  the  woods. A  moonrise. 

{h)  A  fire  in  the  city. A  thunderstorm. A  shipwreck. A  battle. 

Select  a  sentence  illustrating  clearness,  unity,  and  strength,  with 
noble  thought  and  pleasing  harmony. 


LESSON  253. 


Questions. — Define  and  illustrate  loose,  periodic,  and  balanced  sentences. 
Which  of  these  is  the  most  forcible  ?  What  is  meant  by  style  in  composition  ? 
Name  four  necessary  qualities  of  a  good  style.  Give  and  illustrate  the  chief 
requisite  of  each. 


REVISED  ENGLISH  GRAMMAR.  271 

LESSON  264. 
HOW  TO  STUDY  A  SELECTION. 

The  development  of  some  underlying  thought  is  the  object  of 
every  piece  of  artistic  writing.  In  studying  a  sketch  or  poem  the 
student  should  first  seek  to  find  this  central  thought  and  then 
observe  the  relation  of  all  the  other  parts  to  it;  in  other  words, 
he  should  seek  to  trace  the  unity  of  the  whole. 

Written  outlines  and  abstracts  bringing  the  foundation  to 
view  will  aid  materially  in  getting  the  order  of  thought  and 
development. 

The  style  may  next  be  considered  and  its  graces  noted,  as  in 
diction,  figures,  melody.  Then  may  come  the  study  of  the  sen- 
tence, as  loose,  periodic,  balanced,  simple,  complex,  compound. 

THE  BELL  OF  ATRI. 

At  Atri  in  Abruzzo,  a  small  town 
Of  ancient  Roman  date,  but  scant  renown — 
One  of  those  little  places  that  have  run 
Half  up  the  hill,  beneath  the  blazing  sun, 
And  then  sat  down  to  rest,  as  if  to  say, 
'*  I  climb  no  farther  upward,  come  what  may" — 
The  Re  Giovanni,*  now  unknown  to  fame, 
Bo  many  monarchs  since  have  borne  the  name, 
Had  a  great  bell  hung  in  the  market-place 
Beneath  a  roof  projecting  some  small  space, 
By  way  of  shelter  from  the  sun  and  rain. 
Then  rode  he  through  the  streets  with  all  his  train, 
And,  with  the  blast  of  trumpets  loud  and  long. 
Made  proclamation,  that  whenever  wrong 
Was  done  to  any  man,  he  should  but  ring 
The  great  bell  in  the  square,  and  he,  the  king. 
Would  cause  the  syndic  to  decide  thereon. 
Such  was  the  proclamation  of  King  John. 

How  swift  the  happy  days  in  Atri  sped. 

What  wrongs  were  righted,  need  not  here  be  said. 

*  Re  Giovanni  is  King  John. 


272  CALIFORNIA   SERIES. 

Suffice  it  that,  as  all  things  must  decay, 
The  hempen  rope  at  length  was  worn  away, 
Unraveled  at  the  end,  and  strand  by  strand 
Loosened  and  wasted  in  the  ringer's  hand. 
Till  one  who  noted  this  in  passing  by, 
Mended  the  rope  with  braids  of  briony. 
So  that  the  leaves  and  tendrils  of  the  vine 
Hung  like  a  votive  garland  at  a  shrine. 

By  chance  it  happened  that  in  Atri  dwelt 
A  knight,  with  spur  on  heel  and  sword  in  belt, 
Who  loved  to  hunt  the  wild -boar  in  the  woods, 
Who  loved  his  falcons  with  their  crimson  hoods, 
Who  loved  his  hounds  and  horses,  and  all  sports 
And  prodigalities  of  camps  and  courts  — 
Loved,  or  had  loved  them ;  for  at  last,  grown  old. 
His  only  passion  was  the  love  of  gold. 

He  sold  his  horses,  sold  his  hawks  and  hounds, 
Rented  his  vineyards  and  his  garden -grounds. 
Kept  but  one  steed,  his  favorite  steed  of  all, 
To  starve  and  shiver  in  a  naked  stall. 
And  day  by  day  sat  brooding  in  his  chair. 
Devising  plans  how  best  to  hoard  and  spare. 

At  length  he  said,  "  What  is  the  use  or  need 
To  keep  at  my  own  cost  this  lazy  steed, 
Eating  his  head  off  in  my  stables  here. 
When  rents  are  low  and  provender  is  dear  ? 
Let  him  go  feed  upon  the  public  ways ; 
I  want  him  only  for  the  holidays." 
So  the  old  steed  was  turned  into  the  heat 
Of  the  long,  lonely,  silent,  shadeless  street ; 
And  wandered  in  suburban  lanes  forlorn. 
Barked  at  by  dogs,  and  torn  by  brier  and  thorn. 

One  afternoon,  as  in  that  sultry  clime 

It  is  the  custom  in  the  summer-time, 

With  bolted  doors  and  window  -  shutters  closed, 

The  inhabitants  of  Atri  slept  or  dozed ; 

When  suddenly  upon  their  senses  fell 

The  loud  alarum  of  the  accusing  bell ! 

The  syndic  started  from  his  deep  repose, 

Turned  on  his  couch,  and  listened,  and  then  rose 


REVISED  ENGLISH  GMAMMAR.  273 

And  donned  liis  robes,  and  with  reluctant  pace 

Went  panting  forth  into  tlie  market-place, 

Where  the  great  bell  upon  its  cross-beam  swung 

Reiterating  with  persistent  tongue. 

In  half  -  articulate  jargon,  the  old  song: 
*'  Some  one  hath  done  a  wrong,  hath  done  a  wrong.!  " 

But  ere  he  reached  the  belfry's  light  arcade 

He  saw,  or  thought  he  saw,  beneath  its  shade, 

No  shape  of  human  form  of  woman  born, 

But  a  poor  steed,  dejected  and  forlorn, 

Who,  with  uplifted  head  and  eager  eye. 

Was  tugging  at  the  vines  of  briony. 
"  Domeneddio!  "  cried  the  syndic  straight, 
''This  is  the  Knight  of  Atri's  steed  of  state ! 

He  calls  for  justice,  being  sore  distressed, 

And  pleads  his  cause  as  loudly  as  the  best." 

Meanwhile  from  street  and  lane  a  noisy  crowd 

Had  rolled  together  like  a  summer  cloud. 

And  told  the  story  of  the  wretched  beast 

In  five  -  and  -  twenty  different  ways  at  least, 

With  much  gesticulation  and  appeal 

To  heathen  gods,  in  their  excessive  zeal. 

The  knight  was  called  and  questioned ;  in  reply 

Did  not  confess  the  fact,  did  not  deny ; 

Treated  the  matter  as  a  pleasant  jest, 

And  set  at  naught  the  syndic  and  the  rest, 

Maintaining,  in  an  angry  undertone, 

That  he  should  do  what  pleased  him  with  his  own. 

And  thereupon  the  syndic  gravely  read 
The  proclamation  of  the  king ;  then  said, 
' '  Pride  goeth  forth  on  horseback  grand  and  gay, 
But  Cometh  back  on  foot,  and  begs  its  way ; 
Fame  is  the  fragrance  of  heroic  deeds. 
Of  flowers  of  chivalry,  and  not  of  weeds. 
These  are  familiar  proverbs ;  but  I  fear 
They  never  yet  have  reached  your  knightly  ear. 
What  fair  renown,  what  honor,  what  repute. 
Can  come  to  you  from  starving  this  poor  brute  ? 
He  who  serves  well,  and  speaks  not,  merits  more 
Than  they  who  clamor  loudest  at  the  door. 

19-G 


274  CALIFORNIA   SERIES. 

Therefore,  the  law  decrees  that  as  this  steed 
Served  you  in  youth,  henceforth  you  shall  take  heed 
To  comfort  his  old  age,  and  to  provide 
Shelter  in  stall,  and  food  and  field  beside." 

The  knight  withdrew  abashed ;  the  people  all 
Led  home  the  steed  in  triumph  to  his  stall. 
The  king  heard  and  approved,  and  laughed  in  glee, 
And  cried  aloud  :  ''  Right  well  it  pleaseth  me  ! 
Church -bells  at  best  but  ring  us  to  the  door; 
But  go  not  in  to  mass  ;  my  bell  doth  more  : 
It  Cometh  into  court,  and  pleads  the  cause 
Of  creatures  dumb  and  unknown  to  the  laws  ; 
And  this  shall  make,  in  every  Christian  clime, 
The  Bell  of  Atri  famous  for  all  time." — Longfellow. 

Read  the  whole  of  this  selection  often  enough  to  get  all  the  parts  and  their 
relations  in  your  mind.  Is  the  selection  prose  or  poetry;  narrative  or 
descriptive ;  historical  or  imaginary  ? 

Give  the  central  thought  of  the  poem  in  two  lines  from  the  syndic's  lips. 

Give  an  abstract  of  (a)  the  stanzas  describing  the  town  and  bell  tower ; 
(&)  the  stanzas  describing  the  knight,  his  habits,  his  characteristics,  his  dis- 
posal of  his  estates  and  his  animals;  (c)  the  stanzas  describing  the  ringing 
of  the  bell  by  the  steed,  the  gathering  of  the  people,  the  edict  of  the  syndic, 
the  satisfaction  of  the  king. 

What  is  the  climax  toward  wlii(;h  the  whole  story  leads  ?  Can  you  see 
any  way  in  which  the  development  could  be  bettered?  What  objection 
would  there  be  to  describing  the  knight  and  his  action  at  first?  What 
objection  to  describing  the  rousing  of  the  people  ? 

What  facts  of  this  poem  are  new  to  you  ?  What  does  the  poem  suggest  to 
you  that  you  never  thought  of  before?  What  do  you  learn  from  it  that  is  not 
told  in  it? 

Are  the  modifiers  mostly  words  or  phrases?  Are  there  many  rare  or 
foreign  words?    Define  arcade,  syndic,  jargon,  donned. 

Write  and  name  the  figures  of  speech.  Describe  three  pictures  suggested 
to  you  by  the  study.  Give  an  adjective  that  would  describe  the  character 
of  King  John ;  of  the  knight ;  of  the  steed.  Write  the  second  stanza,  sub- 
stituting, if  possible,  for  every  noun,  verb,  adjective,  and  participle  some 
synonym.  Write  the  king's  speech  in  the  last  stanza,  changing  the  form 
from  direct  to  indirect  quotation.  Tell  whether  your  changes  have  added 
or  subtracted  strength  or  force,  and  why. 


REVISED  ENGLISH  GRAMMAR. 


275 


APPENDIX. 


I.     List  of  Irregular  Verbs  whose  past  tense  and  past  par- 
ticiple are  different  in  form  : 


Preserit. 

Past. 

Past  Part. 

arise 

arose 

arisen 

be 

was 

been 

bear 

bore 

born,*  borne 

beat 

beat 

beaten,  beat 

begin 

began 

begun 

bid 

bade,  bid 

bidden,  bid 

.    bite 

bit 

bitten,  bit 

blow 

blew 

blown 

break 

broke 

broken 

chide 

chid 

chidden,  chid 

choose 

chose 

chosen 

cleave 

cleft 

cleft,  cloven 

come 

came 

come 

do 

did 

done 

draw 

drew 

drawn 

drink 

drank 

drunk,  drunken 

drive 

drove 

driven 

eat 

ate  (eat) 

eaten  (eat) 

fall 

fell 

fallen 

fly 

flew 

flown 

forbear 

forbore 

forborne 

forget 

forgot 

forgotten,  forgot 

forsake 

forsook 

forsaken 

freeze 

froze 

frozen 

give 

gave 

given 

go 

wentt 

gone 

grow 

grew 

grown 

hide 

hid 

hidden,  hid 

know 

knew 

known 

lie  (recline)t 

lay 

lain 

*  Born  is  now  used  only  with  reference  to  birth, 
t  Went  is  really  the  past  of  wend,  to  go. 
X  Lie,  meaning  to  tell  an  untruth,  is  regular. 


276 


CALIFORNIA   SERIES. 


Present. 
ride 
ring 
rise 
run 
see 
shake 
shrink 
sing 


slide 

smite 

speak 

spring 

steal 

stride 

strike 

strive 

swear 

swim 

take 

tear 

throw 

tread 

wear 

weave 

write 


Past. 

Past  Part. 

rode 

ridden 

rang,  rung 

rung 

rose 

risen 

ran 

run 

saw 

seen 

shook 

shaken 

shrank. 

,  shrunk 

shrunk, shrunken 

sang,  sung 

sung 

slew 

slain 

slid 

slidden,  slid 

smote 

smitten 

spoke 

spoken 

sprang, 

sprung 

sprung 

stole 

stolen 

strode 

stridden 

struck 

struck,  stricken 

strove 

striven 

swore 

sworn 

swam,  1 

swum 

swum 

took 

taken 

tore 

torn 

threw 

thrown 

trod 

trodden,  trod 

wore 

worn 

wove 

woven 

wrote 

written 

II.     List  of  Irregular  Verbs  whose  past  tense  and  past  participle 
are  alike  in  form: 


Present. 

Past. 

Past  Part. 

Present. 

Past. 

Past  Part. 

abide 

abode 

abode 

sit 

sat 

sat 

bind 

bound 

bound 

sling 

slung 

slung 

cling 

clung 

clung 

spin 

spun 

spun 

fight 

fought 

fought 

stand 

stood 

stood 

find 

found 

found 

stick 

stuck 

stuck 

fling 

flung 

flung 

sting 

stung 

stung 

get 

got 

got,  gotten 

string 

strung 

strung 

grind 

ground 

ground 

swing 

swung 

swung 

hold 

held 

held 

win 

won 

won 

sink 

sunk 

sunk 

wring 

wrung 

wrung 

REVISED  ENGLISH  GRAMMAR. 


277 


Present. 

Past. 

Past  Part. 

Present. 

Past. 

Past  Part. 

behold 

beheld 

beheld 

make 

made 

made 

beseech 

besought 

besought 

mean 

meant 

meant 

bleed 

bled 

bled 

meet 

met 

met 

breed 

bred 

bred 

read 

read 

read 

bring 

brought 

brought 

rend 

rent 

rent 

buy 

bought 

bought 

say 

said 

said 

catch 

caught 

caught 

seek 

sought 

sought 

creep 

crept 

crept 

sell 

sold 

sold 

deal 

dealt 

dealt 

send 

sent 

sent 

feed 

fed 

fed 

shoe 

shod 

shod 

feel 

felt 

felt 

shoot 

shot 

shot 

flee 

fled 

fled 

sleep 

slept 

slept 

have 

had 

had 

spend 

spent 

spent 

hear 

heard 

heard 

sweep 

swept 

swept 

keep 

kept 

kept 

teach 

taught 

taught 

lead 

led 

led 

tell 

told 

told 

leave 

left 

left 

think 

thought 

thought 

lend 

lent 

lent 

weep 

wept 

wept 

lose 

lost 

lost 

III.     List  of  Irregular  Verbs  whose  present  and  past  tenses  and 
past  participle  are  alike  in  form : 


Present. 

Past. 

Past  Part. 

Present. 

Past. 

Past  Part. 

burst 

burst 

burst 

set 

set 

set 

cast  . 

cast 

cast 

shed 

shed 

shed 

cost 

cost 

cost 

shut 

shut 

shut 

cut 

cut 

cut 

spit 

spit 

spit 

hit 

hit 

hit 

split 

split 

split 

hurt 

hurt 

hurt 

spread 

spread 

spread 

let 

let 

let 

thrust 

thrust 

thrust 

put 

put 

put 

IV.  List  of  Verbs  which  are  both  regular  and  irregular  in  the 
form  of  the  past  tense  or  the  past  participle,  or  of  both.  (The 
preferred  form  is  given  first): 


Present. 

Past. 

Past  Part. 

awake 

awoke,  awaked 

awoke,  awaked 

bend 

bended,  bent 

bended,  bent 

bereave 

bereaved,  bereft 

bereaved,  bereft 

bet 

bet,  betted 

bet,  betted 

278 


CALIFORNIA   SERIES. 


Present,. 

Past. 

Past  Part. 

blend 

blended,  blent 

blended,  blent 

bless 

blessed,  blest 

blessed,  blest 

build 

built,  builded 

built 

burn 

burned,  burnt 

burned,  burnt 

clothe 

clothed,  clad 

clothed,  clad 

crow 

crew,  crowed 

crowed 

curse 

cursed,  curst 

cursed,  curst 

dare 

durst,  dared 

dared 

dig 

dug,  digged 

dug,  digged 

dive 

dived,  dove 

dived,  dove 

dream 

dreamed,  dreamt 

dreamed,  dreamt 

dress 

dressed,  drest 

dressed,  drest 

dwell 

dwelt,  dwelled 

dwelt,  dwelled 

gild 

gilded,  gilt 

gilded,  gilt 

gird 

girt,  girded 

girt,  girded 

hang 

hung,  hanged 

hung,  hanged 

heave 

heaved,  hove 

heaved,  hove 

hew 

hewed 

hewed,  hewn 

kneel 

knelt,  kneeled 

knelt,  kneeled 

knit 

knit,  knitted 

knit,  knitted 

lade 

laded 

laded,  laden 

lean 

leaned,  leant 

leaned,  leant 

leap 

leaped,  leapt 

leaped,  leapt 

learn 

learned,  learnt 

learned,  learnt 

light 

lighted,  lit 

lighted,  lit 

mow 

mowed 

mowed,  mown 

pass 

passed,  past 

passed,  past 

pen  {shut  up) 

penned,  pent 

penned,  pent 

plead 

pleaded,  plead 

pleaded,  plead 

prove 

proved 

proved,  proven 

quit 

quit,  quitted 

quit,  quitted 

rap 

rapt,  rapped 

rapt,  rapped 

reave 

reaved,  reft 

reaved,  reft 

rid 

rid,  ridded 

rid,  ridded 

rive 

rived 

rived,  riven 

saw 

sawed 

sawed,  sawn 

seethe 

seethed  (sod) 

seethed,  sodden 

shape 

shaped 

shaped,  shapen 

shave 

shaved 

shaved,  shaven  . 

shear 

sheared 

sheared,  shorn 

shine 

shone,  shined 

shone,  shined 

REVISED  ENGLISH  GRAMMAR. 


279 


Present. 

Past. 

Past  Part. 

show 

showed 

shown,  showed 

shred 

shred,  shredded 

shred,  shredded 

shrive 

shrived,  shrove 

shriven,  shrived 

slit 

slit,  slitted 

slit,  slitted 

smell 

smelled,  smelt 

smelled,  smelt 

sow 

sowed 

sowed,  sown 

speed 

sped,  speeded 

sped,  speeded 

spell 

spelled,  spelt 

spelled,  spelt 

spill 

spilled,  spilt 

spilled,  spilt 

spoil 

spoiled,  spoilt 

spoiled,  spoilt 

stave 

staved,  stove 

staved,  stove 

stay 

stayed,  staid 

stayed,  staid 

strew 

strewed 

strewn,  strewed 

strow 

strowed 

strown,  strowed 

sweat 

sweat,  sweated 

sweat,  sweated 

swell 

swelled 

swelled,  swollen 

thrive 

throve,  thrived 

thrived,  thriven 

wake 

waked,  woke 

waked,  woke 

wax  igro'w) 

waxed 

waxed,  waxen 

wed 

wedded 

wedded,  wed 

wet 

wet,  wetted 

wet,  wetted 

whet 

whetted,  whet 

whetted,  whet 

wind 

wound,  winded 

wound,  winded 

work 

worked,  wrought 

worked,  wrought 

CONJUGATION  OF  "BE." 

Principal  Pakts:     be  was  being 

INDICATIVE    MODE. 


Singular. 

1.  I  am 

2.  Thou  art 

3.  She  is 


PRESENT   TENSE. 


been 


Plural. 

1.  We  are 

2.  You  are 

3.  They  are 


PAST  TENSE. 


1.  I  was 

2.  Thou  wast 

3.  She  was 


1.  We  were 

2.  You  were 

3.  They  were 


280 


CALIFORNIA   SERIES. 


FUTURE    TENSE. 


Singular. 

1.  I  shall  he 

2.  Thou  wilt  be 

3.  She  will  be 


{Verb -phrases.) 

Plural. 

1.  We  shall  he 

2.  You  will  he 

3.  They  will  he 


PRESENT   PERFECT  TENSE. 

1.  I  have  been 

2.  Thou  hast  been 

3.  She  has  been 

PAST   PERFECT   TENSE. 

1.  I  had  been 

2.  Thou  hadst  been 

3.  She  had  been 

FUTURE    PERFECT   TENSE. 

1.  I  shall  have  been 

2.  Thou  wilt  have  been 

3.  She  will  have  been 


{Verb -phrases.) 

1.  We  Jiave  been 

2.  You  have  been 

3.  They  have  been 

{Verb -phrases.) 

1.  We  had  been 

2.  You  had  been 

3.  They  had  been 

{Verb-phrases.) 

1.  We  shall  have  been 

2.  You  will  have  been 

3.  They  will  have  been 


1.  (H)  I  he 

2.  (If)  thou  6e 

3.  (If)  she  he 

1.  (If)  I  were 

2.  (If)  thou  were 

3.  (If)  she  were 


SUBJUNCTIVE    MODE. 
PRESENT    TENSE. 


PAST   TENSE. 


1.  (If)  we  6^ 

2.  (If)  you  be 

3.  (If)  they  be 

1.  (If)  we  were 

2.  (If)  you  were 

3.  (If)  they  were 


2.  Be  (thou) 


IMPERATIVE    MODE. 


PRESENT   TENSE. 


2.  Be  (you) 


Inf. 


Part. 


Present:  being 
Past:  been 


VERBALS. 

Root -infinitive:  (to)  he 
Infinitive  in  ing:  being 

The  progressive  forms  of  a  verb  are  made  by  combining  the  present  par- 
ticiple of  the  verb  with  the  forms  of  the  verb  he ;  the  passive  forms  of  the 
verb  by  combining  the  past  participle  with  the  forms  of  the  verb  be.  (See 
Lesson  219. ) 


INDEX. 


Abbreviations,  19 ;  punctuation  of,  19. 

Abstract,  141,  171. 

Abstract  nouns,  development,  101 ; 
definition,  101 ;  how  derived,  102. 

Active  verbs,  definition,  224 ;  malie 
prominent  what,  224. 

Adjectives,  32;  development,  33;  defi- 
nition, 33 ;  articles,  33 ;  in  predicate, 
42,  143,  253  ;  modified  by  adverbs,  50, 
253 ;  good  usage  in,  52  ;  phrases,  55 ; 
expanded  to  phrases,  55,  91 ;  depend- 
ent clause  used  as,  82 ;  expanded 
to  clauses,  85,  91 ;  descriptive,  143 ; 
limiting,  143  ;  use  of,  143  ;  appositive 
use,  143;  comparison  (inflection), 
146 ;  choice  of,  150 ;  derivation  and 
composition,  151 ;  primitive,  151 ;  de- 
rivative, 152;  compound,  152;  parsing, 
154 ;  review,  155 ;  used  for  adverbs, 
160;  constructions  of,  244,245;  posi- 
tion of,  252,  253 ;  infinitive  as,  244, 258 ; 
participle  as,  259. 

Adjective  pbras'es,  development,  55 ; 
definition,  55. 

Adverb  phrases,  development,  55; 
definition,  55. 

Adverbial  phrases,  160. 

Adverbs,  49;  development,  50;  defini- 
tion, 50 ;  modified  by  adverbs,  50 ; 
good  usage  in,  52 ;  phrases,  55 ;  ex- 
panded to  phrases,  55,  91 ;  dependent 
clause  used  as,  82;  classes  of,  159; 
same  adverb  in  more  than  one  class, 
160 ;  adjective  used  for,  160 ;  compari- 
son (inflection),  160;  conjunctive, 
161 ;  interrogative,  161 ;  good  usage 
in,  163  ;  choice  of,  164  ;  derivation  and 
composition,  165;  primitive,  165; 
derivative,  165  ;  compound,  165  ;  for- 
mation of,  166 ;  parsing,  166  ;  review, 
167  ;  modifiers  of  predicate,  246  ;  con- 
structions of,  253 ;  infinitives  may  be 
used  as,  268. 


Adverbs  of  degree,  list,  159. 

Adverbs  of  manner,  list,  160. 

Adverbs  of  place,  list,  159. 

Adverbs  of  time,  list,  159. 

Agreement  of  pronouns,  136;  with 
nouns  connected  by  and,  250 ;  con- 
nected by  or  or  nor,  250;  with  col- 
lective nouns,  250. 

Agreement  of  verbs,  with  subject,  198, 
255  ;  with  singular  subjects  connected 
by  and,  256  ;  connected  by  or  or  nor, 
256;  subject  a  collective  noun,  256. 

Amplification,  142,  172. 

Analysis,  of  simple  sentence,  52 ; 
tabular,  of  simple  sentence,  67 ;  of 
complex  sentence,  86 ;  of  compound 
sentence,  89. 

Antecedent,  129,  138. 

Apostrophe,  use  of,  47,  113,  134. 

Appositive  modifier,  development,  47  ; 
definition,  47  ;  punctuation  of,  47  ;  of 
subject,  244  ;  may  be  what,  244. 

Articles,  33,  144  ;  how  used,  144. 

Auxiliary  verbs,  212;  why  defective, 
212  ;  do,  he,  and  have  as,  212 ;  forms  of, 
212. 

Balanced  sentence,  definition,  264. 

Bare  predicate,  development,  13 ;  defi- 
nition, 13. 

Bare  subject,  development,  13 ;  defini- 
tion, 13  ;  noun  or  equivalent,  17. 

•*Be,"  person  and  number  forms  of, 
198;  when  independent,  230 ;  when  a 
copula,  230 ;  conj  ugation  of,  279. 

Capital  letters,  2 ;  in  sentence,  2 ;  in 
poetry,  9 ;  in  quotation,  11 ;  in  proper 
noun,  17  ;  in  parts  of  proper  noun, 
18w;  in  titles,  18;  in  names  of  the 
Deity,  19,  127 ;  pronoun  I,  25n;  in  in- 
terjections, 63. 


282 


INDEX, 


Case, development,  111;  definition,  112; 
nominative,  112 ;  possessive,  112 ; 
objective,  112. 

Clauses,  definition  of,  62n,  81 ;  joined 
how,  62,  261 ;  contracted,  84,  91 ; 
relation  of,  85  ;  as  subject,  244 ;  modi- 
fier of  subject,  244 ;  as  complement, 
245 ;  modifier  of  predicate,  246. 

Clearness  of  style,  requisites  of,  266; 
to  insure,  266. 

Collective  noun,  development,  110; 
definition,  110  ;  number  of,  110. 

Colon,  where  used,  21,  183,  188w. 

Comma,  where  used,  21,  47,  63,  187. 

Common  nouns,  development,  17  ;  defi- 
nition, 17. 

Comparative  degree,  definition,  147; 
when  used,  147  ;  how  formed,  147. 

Comparison,  definition,  147 ;  positive 
degree,  147  ;  comparative  degree,  147  ; 
superlative  degree,  147 ;  irregular, 
148 ;  round,  straight,  etc.,  148 ;  of  ad- 
verbs, 160,  161. 

Complements,  39  ;  development,  40 ; 
definition,  40;  predicate  adjective, 
42  ;  predicate  noun,  42,  257  ;  objects, 
43,  257 ;  of  verbals,  70 ;  infinitives  as, 
72,  245,  257. 

Complex  sentence,  development,  81 ; 
definition,  81 ;  analysis,  86. 

Composition,  of  letters,  22,  79;  para- 
phrasing, 26,  39,  237;  reproduction, 
45,  122,  140 ;  developing  a  story,  54, 
66,  68 ;  study  of  a  selection,  60, 92,  274 ; 
topics  for,  126  ;  combining  sentences, 
132 ;  description,  156,  157 ;  historical 
narrative,  170 ;  simile,  189 ;  metaphor, 
189  ;  history  of  words,  193  ;  choice  of 
words,  232 ;  biographical  narrative, 
237  ;  style  in,  266. 

Compound  adjectives,  152. 

Compound  adverbs,  definition,  165. 

Compound  nouns,  117. 

Compound  personal  pronouns,  how 
formed,  128  ;  plurals  of,  134. 

Compound  relative  pronouns,  130. 


Compound  sentence,  development,  87  ; 

definition,  87  ;  analysis,  89. 

Compound  verbs,  231. 

Concrete  noun,  development,  101 ;  defi- 
nition, 101. 

Conjunctions,  61;  development,  62; 
definition,  62;  omission  of,  63 ;  good 
usage  in,  65  ;  coordinating,  179 ;  sub- 
ordinating, 180 ;  correlative,  183 ; 
parsing,  185 ;  review,  186 ;  construc- 
tion of,  261. 

Conjunctive  adverbs,  definition,  161 ; 
distinguished  how  from  coordinating 
conjunctions,  181;  constructions  of, 
262. 

Construction,  definition,  243 ;  of  nouns 
and  pronouns,  247  ;  of  adjectives,  252 ; 
of  adverbs,  253;  of  verbs,  254;  of 
verb  -  phrases,  255 ;  of  infinitives,  257 ; 
of  participles,  259 ;  of  connectives, 
261. 

Coordinating  conjunctions,  definition, 
179 ;  office  of  certain,  180  ;  construc- 
tions, 261. 

Correlative  conjunctions,  definition, 
183 ;  list,  183. 

Declarative  sentence,  development,  4 ; 
definition,  4  ;  punctuation  of,  4. 

Declension,  112;  of  nouns,  112  ;  of  pro- 
nouns, 133. 

Demonstrative  pronouns,  130  ;  list  of, 
130. 

Dependent  clause,  development,  81 ; 
definition,  81 ;  how  used,  82. 

Derivative  adjectives,  152. 

Derivative  adverbs,  definition,  165. 

Derivative  nouns,  117. 

Derivative  verbs,  231. 

Descriptive  adjectives,  definition,  143  ; 
proper,  143. 

Dictation,  6. 

"Do,"  used  as  auxiliary,  212;  inde- 
pendent, 212;  in  emphatic  verb- 
phrases,  222 ;  in  denial,  222 ;  in  inter- 
rogative assertions,  222. 


INDEX. 


283 


Elements  of  a  sentence,  243 ;  necessary, 
243  ;  subordinate,  243 ;  independent, 
243. 

Emphatic  verb-phrases,  development, 
221 ;  how  formed,  222 ;  auxiliaries, 
222;  used  how,  255. 

Entire  predicate,  development,  13; 
definition,  13. 

Entire  subject,  development,  13  ;  defi- 
nition, 13. 

Exclamation  point,  where  used,  lOn. 

Feminine  gender,  103. 

Figures  of  speech,  189n ;  personifica- 
tion, 136  ;  simile,  189 ;  metaphor,  189  ; 
distinction  between  literal  and  figu- 
rative meaning,  191. 

Forms,  of  letters,  21,  79,  80. 

Future  perfect  verb  -  phrase,  develop- 
ment, 214  ;  definition,  214  ;  auxilia- 
ries, of,  214  ;  composition  of,  215. 

Future  tense,  how  indicated,  201 ;  defi- 
nition, 202 ;  use  of  shall  and  will  in, 
217 ;  of  should  and  would,  217 ;  how 
used,  255. 

Gender,  development,  102;  definition, 
103 ;  masculine  gender,  103 ;  feminine 
gender,  103 ;  neuter  gender,  103  ;  how 
indicated,  103  ;  of  pronouns,  136. 

Gerund,  72. 

Good  usage,  in  pronouns,  25,  135,  137 ; 
in  verbs,  30  ;  in  adjectives,  52 ;  in  ad- 
verbs, 52,  163  ;  in  conjunctions,  65  ; 
this,  that,  these,  those,  146 ;  with  lie 
and  sit,  211 ;  of  past  tense  and  past 
participle,  216. 

Harmony  of  style,  meaning,  269;  to 

secure,  269. 
*•  Have,"  forms  of,  198. 
**He,"  sex  use,  134. 

Imperative  mode,  development,  199; 
definition,  199  ;  form  of,  199  ;  number 
of  tenses  in,  207  ;  person  and  number 
of,  207. 


j  Imperative  sentence,  development,  4; 
definition,  4  ;  punctuation  of,  4. 

Indefinite  pronouns,  130. 

Independent  clause,  definition,  81. 

Indicative  mode,  development,  199 ; 
definition,  199 ;  tenses  in,  207. 

Indirect  quotation,  definition,  187; 
how  introduced,  187 ;  how  punctu- 
ated, 187 ;  capitals,  187 

Infinitives,  development,  71 ;  defini- 
tion, 71 ;  how  used,  72,  244, 245  ;  forms 
of,  72  ;  root  infinitive,  72  ;  in  ing,  72 ; 
sign  to,  72 ;  expanded  to  clauses,  84 ; 
with  possessive  case,  116 ;  changed 
from  active  to  passive,  225  ;  modified 
how,  253;  constructions  of,  257; 
without  the  sign  to,  258. 

Inflection,  development,  105;  defini- 
tion, 105 ;  for  number  in  nouns,  105 ; 
for  case  of  nouns,  111 ;  of  pronouns 
(declension),  133;  of  verbs  (conjuga- 
tion), 197,  207w. 

Interjection,  61;  definition,  63 ;  0,  how 
written,  63. 

Interrogation  point,  where  used,  4. 

Interrogative  adjectives,  145. 

Interrogative  adverbs,  161. 

Interrogative  pronouns,  128;  list  of, 
128  ;  how  used,  129. 

Interrogative  sentence,  development, 
4 ;  definition,  4  ;  punctuation  of,  4. 

Intransitive  verbs,  development,  195  ; 
definition,  195;  distinction  dependent 
upon  what,  196;  objective  case  with, 
196. 

Irregular  verbs,  definition,  205;  divi- 
sions of,  206;  conjugation  of,  208; 
list  of,  279. 

"It,"  how  used,  134,  251,  257 

Letters,  of  friendship,  20,  21 ;  parts  of, 
21 ;  punctuation  of,  21 ;  of  business,79. 

*'Lie,"  210;  good  usage  with,  211. 

Limiting  adjectives,  definition,  143 ; 
articles,  144  ;  numerals,  144  ;  pronom- 
inal, interrogative,  relative,  145. 

Loose  sentence,  definition,  266. 


284 


INDEX. 


Masculine  gender,  103. 

Metaphor,   189;    how    sometimes    ex- 

l)ressed,  191 ;  faded,  191n, 
Modal  adverbs,  list,  160  ;  definition,  160. 
Mode,  development,    199;    definition, 

199 ;  indicative,  199 ;  imperative,  199 ; 

subjunctive,  199. 
Modification,  definition,  33, 
Modifiers,  adjectives,  33;  adverbs,  50; 

of  verbals,  70. 

Neuter  gender,  103. 

"No,"  how  used,  160. 

Nominative  case,  definition,  112;  how 
used,  112,  249. 

Noun,  development,  16;  definition,  16; 
proper,  17 ;  common,  17 ;  bare  sub- 
ject, 17;  modified,  33;  in  predicate, 
42,  245;  as  object  complement,  43, 
245 ;  as  possessive  modifier,  47,  248 ; 
formation  of  possessive,  47,  113,  114  ; 
appositive  modifier,  47,  249;  infini- 
tives as,  71 ;  dependent  clause  as,  82 ; 
concrete,  101 ;  abstract,  101 ;  gender, 
102 ;  infiection  of  (declension),  105, 
111 ;  number  of,  105 ;  collective,  110 ; 
case  of,  111,  247 ;  primitive,  117 ;  de- 
rivative, 117  ;  compound,  117  ;  choice 
of,  119 ;  parsing,  120 ;  review,  121 ; 
person,  127  ;  constructions,  247. 

Number,  singular,  105;  plural,  105; 
same  form  in  both  numbers,  107  ;  of 
pronoun,  136 ;  of  verb,  198. 

Numeral  adjective,  144. 

Object  of  verb,  43,  112;  development, 
43 ;  definition,  43 ;  of  preposition, 
58,  112 ;  infinitive  as,  72,  258  ;  indirect, 
248 ;  becomes  the  subject,  224 ;  indi- 
rect becomes  subject,  248. 

Objective  case,  definition,  112;  used 
how,  112,  247,  248 ;  pronoun  after  to 
he,  258. 

Paragraph,  development,  5;  definition, 
6;  form,  6. 


Paraphrasing,  26,  39,  237;  develop- 
ment, 26 ;  definition  of  paraphrase,  27. 

Parsing,  a  noun,  120  ;  an  adjective,  154 ; 
an  adverb,  166;  a  preposition,  177; 
a  conjunction,  185;  a  verb,  233;  a 
verb -phrase,  233. 

Participle,  development,  73;  definition, 
74;  expanded  to  clause,  84;  used  in 
verb  -  phrases,  204  ;  good  usage  in, 
216  ;  changed  from  active  to  passive, 
225 ;  modifier  of  subject,  244  ;  may  be 
complement,  245 ;  modified  by  ad- 
verb, 253 ;  constructions  of,  259. 

Parts  of  speech,  31 ;  how  recognized, 
31 ;  summary  of,  77. 

Passive  verb -phrases,  development, 
223 ;  definition,  224  ;  subject  of,  what, 
224  ;  make  prominent  what,  224  ;  how 
formed,  224,  227 ;  from  intransitive 
verbs,  how  made,  225  ;  used  how,  255. 

Past  participle,  204;  used  how,  204; 
good  usage  of,  216. 

Past  perfect  verb -phrase,  develop- 
ment, 214  ;  definition,  214 ;  auxiliary, 
214 ;  conjugation  of,  215 ;  composi- 
tion of,  215,  227. 

Past  tense,  development,  201 ;  how  in- 
dicated, 201 ;  definition,  202 ;  good 
usage  of,  216. 

Perfect  verb  -  phrases,  show  what,  213, 
255  ;  present  perfect,  213 ;  past  per- 
fect, 214 ;  future  perfect,  214. 

Period,  where  used,  4,  19,  21. 

Periodic  sentence,  definition,  266. 

Person,  of  the  noun,  127;  of  the  pro- 
noun, 127  ;  of  relative  pronouns,  138 ; 
of  the  verb,  198  ;  second  person  end- 
ing of  the  verb,  198 ;  of  imperative 
mode,  207. 

Personal  pronouns,  127;  first  person, 
127 ;  second  person,  127 ;  third  person, 
127  ;  list  of,  127  ;  declined,  133  ;  gen- 
der of,  134. 

Personification,  in  masculine  gender, 
when,  136 ;  in  feminine  gender,  when, 
136 ;  general  name  for,  189n. 


INDEX. 


285 


Phrases,  development,  55;  definition, 
55;  how  named,  55;  adjective,  55; 
contracted  to  adjectives,  55,  91;  ad- 
verb, 55;  contracted  to  adverbs,  55, 
91;  joined  how,  62;  expanded  to 
clauses,  85,  91 ;  as  adverbs,  160 ;  as 
conjunctions,  181;  modifier  of  sub- 
ject, 244;  may  be  complement,  246; 
modifier  of  predicate,  246 ;  modified 
by  adverb,  253. 

Plural  number,  definition,  105 ;  regular 
plurals,  how  formed,  105;  irregular 
plurals,  how  formed,  106 ;  nouns 
always  plural,  107  ;  plural  form — sin- 
gular sense,  108 ;  of  compound  nouns, 
108 ;  of  foreign  nouns,  108  ;  of  letters, 
figures,  signs,  etc.,  108  ;  of  name  with 
title,  109 ;  of  collective  noun,  110. 

Positive  degree,  147. 

Possessive  case,  definition,  112;  shows 
what,  112 ;  of  a  noun,  how  formed, 
113 ;  of  groups  of  words,  how  formed, 
114 ;  equivalent  to  a  phrase,  115  ;  with 
the  infinitive,  116. 

Possessive  modifier,  development,  46 ; 
definition,  47  ;  of  subject,  244. 

Potential  verb -phrases,  development, 
219 ;  definition,  219 ;  office  of  infin- 
itive in,  219 ;  office  of  auxiliary  in, 
219;  as  potential  mode,  219n;  mean- 
ing of  auxiliaries  employed  in,  220 ; 
when  in  the  indicative  mode,  220 ; 
when  in  the  subjunctive  mode,  220; 
when  called  conditional  verb- 
phrases,  220 ;  used  to  ask  questions, 
220  ;  composition  of,  227  ;  use  of,  255. 

Predicate,  development,  12 ;  definition, 
12 ;  entire  predicate,  13 ;  bare  predi- 
cate, 13,  28;  compound  predicate,  63; 
parts  of,  how  joined,  63;  necessary 
element  of  sentence,  243 ;  what  may 
constitute,  245  ;  modifiers  of,  246. 

Predicate  adjective,  development,  42 ; 
definition,  42, 

Predicate  noun,  development,  42 ;  defi- 
nition, 42. 


Prefix,  117. 

Preposition,  57  ;  development,  58 ;  defi- 
nition, 59 ;  object  of,  58  ;  relations 
expressed  by,  174 ;  choice  of,  174 ; 
derivation  of,  176;  number  of,  176; 
primitive,  176 ;  derivative,  176 ;  com- 
pound, 176 ;  phrases  as,  177  ;  parsing, 
177  ;  construction  of,  263. 

Present  participle,  204 ;  used  how,  204, 

Present  perfect  verb  -  phrase,  develop- 
ment, 213  ;  definition,  213  ;  auxiliary 
of,  214;  conjugation  of,  214;  compo- 
sition of,  215,  227. 

Present  tense,  development,  201 ;  defi- 
nition, 201 ;  how  indicated,  201. 

Primitive  adjective,  151. 

Primitive  noun,  117. 

Primitive  verbs,  230. 

Principal  parts,  development,  203; 
what  they  are,  204. 

Progressive  verb -phrases,  develop- 
ment, 222  ;  definition,  222 ;  composi- 
tion of,  223,  227  ;  used  how,  255, 

Pronominal  adjective,  definition,  145; 
possessive  forms,  145. 

Pronouns,  23  ;  development,  24 ;  defini- 
tion, 25 ;  good  usage  in,  25,  135,  137 ; 
capitals  in,  25n;  as  object,  43 ;  as  pos- 
sessive modifier,  47 ;  as  appositive 
modifier,  47 ;  personal,  127 ;  com- 
pound personal,  128 ;  interrogative, 
128  ;  relative,  129 ;  demonstrative,  130; 
indefinite,  130 ;  compound  relative, 
130;  declension  of  (inflection),  133; 
possessive  forms  of,  how  used,  134 ; 
in  the  predicate,  135  ;  agreement  with 
noun,  136,  250  ;  parsing,  138  ;  review, 
139  ;  constructions  of,  247  ;  when  ob- 
jective after  to  he,  258. 

Proper  noun,  development,  16 ;  defi- 
nition, 17;  capital  letter,  17,  18n; 
parts  of,  18n, 

Punctuation,  period,  4,  19;  exclama- 
tion point,  10 ;  of  quotation,  11 ;  of 
initials,  19 ;  of  abbreviation,  21 ; 
comma,  21,  47,  63,  187 ;  of  appositive 


286 


INDEX. 


modifiers,  47  ;  semicolon,  183 ;  colon, 
21,  183,  188n;  of  coordinate  clauses, 
183 ;  of  indirect  quotation,  187. 

Quotation,  definition,  11 ;  capital  letter 
in,  11 ;  marks,  11 ;  indirect,  187 ; 
punctuation  of,  187,  188n. 

Regular  verbs,  development,  204  ;  defi- 
nition, 205;  conjugation  of,  207. 

Relative  adjectives,  145. 

Relative  pronouns,  129;  antecedent  of, 
129 ;  list  of,  129 ;  liow  used,  129 ;  com- 
pound, 130 ;  person  of,  138  ;  construc- 
tions of,  262 ;  agreement  of,  262. 

Reproduction,  45,  122,  140. 

Review,  of  the  sentence,  15, 95 ;  of  parts 
of  speech,  77,  96 ;  of  nouns,  121 ;  of 
pronouns,  139;  of  adjectives,  155;  of 
adverbs,  167;  of  conjunctions,  186;  of 
verbs,  235. 

Semicolon,  183. 

Sentence,  development,  2;  definition, 
2;  kinds  of,  3;  subject  of,  12,  13; 
predicate  of,  12,  13;  review,  15,  95; 
simple,  52;  complex,  81;  compound, 
81 ;  classification,  94n;  elements  of, 
243;  loose,  264;  periodic,  264;  bal- 
anced, 264. 

•*  Shall,"  how  used  in  futurfe  tense 
verb  -  phrases,  217. 

♦•  Should,"  how  used  in  future  tense 
verb  -  phrases,  217. 

Simile,  definition,  189;  how  intro- 
duced, 189. 

Simple  sentence,  definition,  52w;  anal- 
ysis of,  52  ;  tabular  analysis  of,  67. 

Singular  number,  definition,  105;  sin- 
gular sense  —  plural  form,  108  ;  of 
collective  nouns,  110. 

♦•  Sit,"  211 ;  good  usage  with,  211. 

Stanza,  8;  definition,  9;  capital  letters 
in,  9 ;  order  of  rhyming  lines,  9. 

Strength  of  style,  consists  in,  268;  to 
acquire,  268. 


Style,  definition,  266;  clearness,  266; 
unity,  267;  strength,  268;  harmony, 
269. 

Subject,  development,  12;  definition, 
12;  entire  subject,  13;  bare  subject, 
13, 17  ;  how  joined,  63  ;  compound,  63 ; 
infinitives  as,  72  ;  of  active  verb,  224  ; 
of  passive  verb -phrases,  224;  neces- 
sary element,  243  ;  what  may  consti- 
tute, 243  ;  modifiers  of,  244  ;  singular, 
connected  by  and,  256 ;  connected  by 
or  or  nor,  256. 

Subjunctive  mode,  development,  199; 
definition,  199;  clause  of,  200;  rare 
uses  of,  200 ;  differs  from  indicative, 
how,  200  ;  number  of  tenses,  207. 

Subordinating  conjunction,  definition, 
181 ;  offices,  181 ;  distinguished  from 
conjunctive  adverb,  181. 

Substantive,  82. 

Suffix,  117  ;  used  in  forming  derivative 
adjective,  152;  used  in  forming  ad- 
verbs, 166. 

Superlative  degree,  definition,  147; 
when  used,  147  ;  how  formed,  147. 

Syntax,  243. 

Tense,  development,  201;  definition, 
201;  present,  201;  past,  202;  future, 
202 ;  number  in  indicative  mode,  207  ; 
number  in  the  imperative  mode,  207  ; 
number  in  the  subjunctive  mode, 
207  ;  what  tenses  indicate,  215. 

*•  That,"  how  used  as  relative  pronoun, 
129;  when  a  subordinating  conjunc- 
tion, 181 ;  when  a  relative  pronoun, 
181. 

**That- those,"  how  used,  130;  good 
usage,  146. 

•♦  There,"  how  used,  160. 

"This -these,"  how  used,  130;  good 
usage  of,  146. 

•*  Thou,"  how  used,  133. 

Transitive  verbs,  development,  195; 
definition,  195;  distinction  dependent 
upon,  19& 


INDEX. 


287 


Unity  in  style,  requisites,  267;  to  se- 
cure, 267. 

Variable  use  of  words,  as  nouns  and 
verbs,  31 ;  as  nouns  and  adjectives, 
37  ;  as  adjectives  and  verbs,  38. 

Verbals,  developrnent,  70 ;  definition, 
70;  infinitives,  71;  participles,  73. 

Verb -phrase,  development,  28;  defi- 
nition, 28  ;  bare  predicate,  28  ;  varia- 
tions in  time  and  manner  expressed 
by,  212 ;  how  formed,  212,  227  ;  perfect, 

213  ;  present  perfect,  213 ;  past  perfect, 

214  ;  future  perfect,  214  ;  conjugation 
of,  214  ;  shall  and  will  in,  217  ;  poten- 
tial, 219 ;  emphatic,  221 ;  progressive, 
222  ;  passive,  223,  224  ;  parsing,  233 ; 
as  predicate,  245 ;  constructions  of, 
255. 

Verbs,  27  ;  development,  28  ;  definition, 
28 ;  verb  -  phrase,  28  ;  bare  predicate, 
28 ;  good  usage,  30 ;  complement  of, 
40, 72  ;  of  incomplete  predication,  40n; 
modified  by  adverbs,  50,  253;  transi- 
tive, 195 ;  intransitive,  195 ;  both 
transitive  and  intransitive,  196;  in- 
flection of,  197  ;  person,  198 ;  number, 
198 ;  second  person  ending,  198 ; 
person  and  number  forms  of  be,  198  ; 
person  and  number  forms  of  have, 
198  ;  be,  198,  230,  279 ;  mode  of,  199 ; 
tense,  201 ;  present  tense,  201 ;  past 
tense,   202 ;  future  tense,  202  ;  princi- 


pal parts,    203 ;    regular  verbs,   204 ; 
irregular  verbs,  204,  275;  both  regu- 
lar and  irregular,  205;   conjugation 
(inflection),  207w;   lie,  210  ;  sit,  211 
auxiliary    verbs,    212;    active,    224 
derivation    and     composition,    230 
primitive,  230 ;  derivative,  231 ;  com 
pound,  231 ;  parsing,  233  ;  review,  235 
as  predicate,  245 ;   constructions  of, 
254  ;  agreement  of,  255. 

"What,"  as  interrogative  pronoun, 
128;  as  relative  pronoun,  129;  as  in- 
terrogative adjective,  145  ;  as  relative 
adjective,  145. 

"Which,"  as  interrogative  pronoun, 
128 ;  as  relative  pronoun,  129 ;  as 
interrogative  adjective,  145;  as  rela- 
tive adjective,  145. 

•*  Who,"  as-interrogative  pronoun,  128  ; 
as  relative  pronoun,  129 ;  declined, 
135. 

"  Whose,"  how  used,  135. 
'  Will,"  how  used  in  future  tense  verb- 
phrases,  217. 

Words,  used  literally,  191;  used  figu- 
ratively, 191 ;  history  of,  193 ;  choice 
of,  232 ;    variable  uses  of,  31,  37,  38. 

"Would,"  how  used  in  future  tense 
verb -phrases,  217. 

"Ye,"  how  used,  135. 
"Yes,"  how  used,  160. 
"You,"  how  used,  133. 


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